Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts, University of Wisconsin, Platteville; Philip J. Parker, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville; Barb A. Barnet, Univeristy of Wisconsin - Platteville

Tagged Topics

NSF Grantees

between sub-disciplines.Assessment of Course GoalsPre- and Post-TestOne of the assessment tools designed for use with the course was a pre- and post-test. (The I2Iassessment instrument, which was used for both the pre- and post-test, is included as AppendixA.) The purpose of this test was to gauge students’ knowledge about infrastructure prior to tak-ing the course and then comparing to what they knew at the end of the course. This exam wasdeveloped by asking the faculty involved in developing the modules to write questions pertainingto that unit of material. The questions were then assembled, edited, critiqued by the facultyproject members and pilot tested on a group of volunteer students. After the pilot test, the resultswere analyzed and the

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

Tagged Topics

NSF Grantees

microcirculatory and cardio-respiratory physiology. He was course director of the medical physiology course for 5 years before returning to Stevens to start the Biomedical Engineering program. He was the PI or Co-PI on grants from NSF, NIH, AHA and New Jersey Commission on Science and Technology. Dr. Ritter has mentored 9 PhD students in Physiology and Biomedical Engineering and over 40 Masters student’s in Biomedical Engineering. He is the co-author of over 45 publications in peer reviewed jour- nals and numerous abstracts and presentations at local, national and international conferences. He is the primary author of an undergraduate textbook in Biomedical Engineering. His current research interests are in Systems Physiology

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

servicelearning pedagogy has significant positive effects on students’ academic performance (GPA,writing skills, critical thinking skills), leadership skills, and increased commitment to continuedcivic participation7. 68% of students engaged in the Engineering Projects in Community Service(EPICS) projects from Purdue University reported that participation in service learningpositively impacted their determination to continue in engineering8.The premise is that engineering design can function as a motivator for learning foundationalskills that are necessary precursors to higher level engineering skills9. Therefore, the use ofdevelopmentally-appropriate engineering curricula that builds on current cognitive researchbecomes an attractive instructional

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Multidisciplinary Engineering

main point of these standards is that the evaluation of students’ performance will based on samples of work in three categories of students: those in the upper 75 percentile, those in the 50 – 75 percentile and those below the 50 percentile populations. Thus the assessment results compiled are based on course performances and grades, exams, projects, presentations of students, and writings as required in some courses. Furthermore, each course specifically addresses the learning outcomes and relation between the course and the Program outcomes, the methods used for the evaluation of students’ performance and the relevance of the course materials to the Program outcomes following the standards

Conference Session

Qualitative Research Programs & International Research Experience from Around the World

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yating Chang, Purdue University, West Lafayette; Joe J.J. Lin, Purdue University, West Lafayette; Juila D. Thompson, Purdue University, West Lafayette; Yi Shen, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Eckhard A. Groll, Purdue University, West Lafayette; Edwin Daniel Hirleman, Purdue University, West Lafayette

Tagged Divisions

International

Asian American participants with Chinese heritages face lesscultural challenges than their non-Asian peers when going to China for research collaboration orstudy. However, our research found several unique challenges for this specific population. Onemajor challenge came from the “Chinese common knowledge” expectation they received fromChinese people. Another main challenge stems deeply and powerfully from inside themselves:the rediscovery of their self-identity.In our study, several Asian American participants agree that Chinese people’s expectation thatthey are “Chinese” because of their appearance create unexpected cultural challenges ordiscomforts that the other ethnic groups often do not face. One participant describes one of

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Multidisciplinary Engineering

on the exam?); 2. Many college students do not know how to take effective notes. Although various strategies and formats for effective “note-taking” have been identified. The fact is that “note-taking” is seldom taught; 3. The listening, language, and/or motor skill deficits of some students make it difficult for them to identify important lecture content and write it down correctly and quickly enough during a lecture; 4. Instructors sometimes get off-track from the primary objectives of the lecture. Professors—especially those who really know and love their disciplines—are famous for going off on tangents during a lecture. Although getting off-track would break the monotony, it could make it

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mario Gomes, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

their camera to their desired height usingtethers, and have it take a photograph of the target area. Then analysis of the photographwould be done using the MATLAB program developed in stages during the course. Theresult of the analysis was to determine the area enclosed by the figure on the ground. Many Page 22.149.2different designs for timers were created from the materials given, ranging from water clocktimers, viscous timers, ice timers, etc.The programming component of the project was done as individuals, i.e. each student wasresponsible for writing the analysis software. The lab component of the course taught basicprogramming constructs such

Conference Session

Information Literacy Programs for First-Year Engineering Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michelle Baratta, University of Toronto; Alan Chong, University of Toronto; Jason A. Foster, University of Toronto

Tagged Divisions

Engineering Libraries

be mapped to the ACRL Information LiteracyStandards for Science and Technology1, specifically meeting Standard Two, PerformanceIndicator 5, Outcome (d), and working towards Standard 4, Performance Indicator 3, Outcome(a). The learning outcomes of this station also map to Standard Three, Performance Indicator 1,Outcome (b).Additional peer-reviewed journals were also on hand so the students could compare thedescriptive journals articles from Structural Engineering International to a peer-reviewed article,and introduce the peer-review process. This helps students to work towards Standard 1,Performance Indicator 1, Outcome (a). A complete explanation of the ACRL Standards,Performance Indicators and Outcomes that are associated with this station

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elaine R. Millam, University of Saint Thomas; Ronald J. Bennett, Univeristy of Saint Thomas

Tagged Divisions

Women in Engineering

. Additionally, there is evidence of bias in peer reviews, showing that a female postdoctoral applicant had to be significantly more productive than a male applicant, helping to explain the lower success rate of female scientists in achieving high academic rank. While biases do change, the recent research studies show that gender stereotypes are clearly still at play.  Recent research on marriage and family responsibilities, show that women are at a disadvantage if they have children17,18. In business and industry both women and men identify family responsibilities as a possible barrier to advancement, but women are affected differently than men by this “family penalty.”19,20 Among women and men with

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Mohd Salleh Abu, Universiti Teknologi Malaysia; Shahrin Mohammad, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

. Traditional assessments didnot encourage the development of ill-structured problem solving skills. In order to assessproblem solving skills, Woods and his colleagues devised questions that enable students todisplay the processes they use to solve problems.17 They also made evaluations of attitude andskill towards lifelong learning. Rustin assessed his engineering students by allowing theexamination to be taken during a period of several days to condition his students to be dependenton the library.19 Since there is usually no single preferred solution, Rustin evaluated his studentsin detail, including the reasonableness of assumptions and value judgments made. In terms ofdifficulties in writing examination questions, Carter had made significant

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell J. Nathan, University of Wisconsin, Madison; Candace Walkington, University of Wisconsin, Madison; Rachaya Srisurichan, University of Wisconsin, Madison; Martha W. Alibali

Tagged Divisions

K-12 & Pre-College Engineering

and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the US Dept. of Education, including the AWAKEN Project (funded by NSF-EEP), which examines learning, instruction, teacher beliefs and engineering practices in order to foster a more diverse and more able pool of engineering students and practitioners, and the Tangibility for the Teaching, Learning, and Communicating of Mathematics Project (NSF-REESE), which explores

Conference Session

ETD Design V: Classroom Delivery, Course Content, and Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis; Stephen Hundley, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

moredisposed to read discipline-based journals. Part-time faculty do not report spending asubstantially different amount of time on professional development” (p. 61)31.A study by Keim and Biletzky35, which focused on professional development and evaluations ofpart-time faculty at community colleges, found that there was a need for development activitiesand thorough teaching evaluations. They recommended that part-time faculty receive feedbackfrom peers and administrators on their teaching in addition to student evaluations. Theysuggested that the student end-of-course evaluations were often incomplete and did not provideenough detail to improve teaching and classroom performance.Roueche, Roueche, & Milliron36 found that community college

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Schneider, Cornell University; Maria Terrell, Cornell University

Tagged Topics

NSF Grantees

AC 2011-176: IMPACT OF COLLABORATIVE PROBLEM-SOLVING WORK-SHOPS IN ENGINEERING CALCULUS COURSE ON APPLIED MATH-EMATICALLisa Schneider, Cornell University Lisa Schneider has been the Director of Engineering Learning Initiatives in Cornell University’s College of Engineering since 2002. Learning Initiatives’ programs enhance the educational environment of the College by facilitating opportunities for collaborative learning, undergraduate research, teaching skill development, peer instruction, and leadership development. Schneider received her Ph.D. in Sociology from Cornell in 1997. Before taking her current position, she taught Sociology as an assistant professor at Hobart and William Smith Colleges, and then served

Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyn Marie Turner, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Shirley Dyke, Purdue University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

goal, because it relates to a large literature oninequality in the engineering field among males and females at all stages of the academic ladder.4In particular we document the extent to which females report learning less as a result of theshake table experiment than their male peers. The plan of the paper is as follows. First, we briefly describe recent developments inbench scale shake tables and teleoperation and teleobservation technologies designed to allowstudents at institutions without shake tables to be able to perform real-time exercises in structural Page 22.883.3dynamics and earthquake engineering. Second, we introduce

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard J. Van Wie, Washington State University; Denny C. Davis, Washington State University; Paul B. Golter, Washington State University; Ashfaq Ansery, Washington State University; Baba Abdul, Washington State University

Tagged Divisions

Chemical Engineering

performances and address them?Figure 1: Histogram showing the results of the ‘Likert section of the survey. Note thatthe x-axis displays both of the two possible scales the students may have used when an-swering the survey.In response to how the TIDEE activities; TC, TMC, & TWA; prepared them for professionalpractice, four of the students gave very similar responses, namely that the peer feedback allowedthem to “evaluate my team interactions through their eyes.” One student commented that “Mostpeople make up stuff to write about and don’t take it too seriously … Everyone has the mentalitythat the other group members will pick up the slack and that the professors aren’t going

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peter J. Sherman, Iowa State University

Tagged Divisions

Mathematics

the „dumbing down‟ uf universitylevel STEM curricula,, then isn‟t it possible that STEM education at the K-12 levels hassomehow failed? Furthermore, could it be that many of their peers who have deemed themselvestoo lacking in mathematical ability to pursue STEM majors, in fact, have a strong potential tounderstand mathematical concepts, but lack the opportunity to realize this potential throughoutthe K-12 STEM education curricula as currently constructed?These response questions are rhetorical. Of course, if indeed, students who graduate from STEMuniversity programs having glaring weaknesses in understanding of basic mathematical concepts,then, by definition, there is a fundamental flaw, at least in the guiding philosophy of STEMeducation

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

part of the faculty responsible for RPI’s Capstone Design Course. Page 22.205.1 c American Society for Engineering Education, 2011 Analysis of Engineering Capstone Design Student Reflective Memos: What Students Say and What They Don’t SayAbstractHaving students articulate and reflect upon their experience is a valuable and importantway to reinforce an appreciation for lessons learned in the context of capstone design.Taken together with peer evaluations, end-of-semester student reflective memos can bean invaluable source of assessment information and provide guidance for

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Paul G. Ranky

-based learningmodules (using interactive 3D eBooks, supported by DVD and HD videos) that encourageanalytical and team-oriented learning and problem-solving with real-world challenges. (At thetime of writing, our library has over twenty 3D eBooks, and over 150 full screen DVD and HDvideos covering US and international virtual factory tours, research cases and in-depth product,process, service system demonstrations by field experts and other professionals; please see somereal world examples to illustrate this point at http://www.cimwareukandusa.com) 559 Our efforts are supported by over 250 academic and industrial partners world-wide, assuring the diversity, the relevance and the quality of this

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Mary A. Moriarty, Smith College; Apurva Errabelli

Tagged Divisions

Design in Engineering Education

separating the technical skills versus the process related skills. (S4) Page 22.1543.10 We actually made a list on paper to write down what goes in each category … We split up our map into different areas of transferability. (S2) We decided to just get a bunch of colors and shapes and kind of throw them in the middle. (S6)Interestingly, several of the students commented that their process of making the map was areflection of their overall team process throughout the project: We each shouted different things at each other and said ok so what do we want to see, and then we just kind of went for it. … that

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa Vidic, University of Pittsburgh

Tagged Topics

NSF Grantees

pattern among engineering students.However, it is possible that the MEAs did not require much iteration during solution.We also investigated the time that students allocated to different phases of a model building ex-ercise (namely, the initiation, problem solving and finishing phases). Generally speaking, weobserved that allocating equal amounts of time to each problem solving phase is most beneficial.Specifically, we observed that in general, the students who earned the higher grades devoted ap-proximately the same amount of time to each of these three phases: Understanding the problem and searching for a solution, Solving the problem, and Evaluating and writing up the results.These “balanced workers” who put more emphasis on the

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John S. Lamancusa, Pennsylvania State University, University Park; Laura L. Pauley, Pennsylvania State University, University Park

Tagged Divisions

Mechanical Engineering

(including how tofire a team member), and member roles. Examples of previous contracts are provided on whichto build. The very act of writing a team contract forces students to think about potentialproblems and their consequences. The contract is their first line of defense and helps them dealwith many problems internally. Since we have instituted the contract, team problems requiringinstructor intervention seem to have decreased.It is critical to quickly identify team problems which might adversely impact the team’sperformance and which might require instructor intervention. However, students are extremelyhesitant to report team problems to the instructor because they do not want to get their peers “in-trouble”. The team situation must usually be

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

and passing judgment on a possible or planned solution to theproblem. Evaluation (EVAL): Comparing and contrasting two (or more) solutions to theproblem on a particular dimension (or set of dimensions) such as strength or cost. Decision(DEC): Selecting one idea or solution to the problem (or parts of the problem) from among thoseconsidered. Communication (COM): The participants’ communicating elements of the designin writing, or with oral reports, to parties such as contractors and the community. Other: None ofthe above codes apply. See table 1.Table 1Coding Scheme and Description Code Description of Code Problem Definition (PD) Define what the problem really is, identify constraints

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josh Tenenberg, University of Washington, Tacoma

Tagged Divisions

College Industry Partnerships

retains full responsibility for all academic aspects ofthe course: planning and writing the syllabus, developing the assignments and examinations, andassigning grades. The practicing professional joins the faculty member in the classroom orremotely via electronic communication on a regular basis, interacts directly with the students,and provides feedback on a sample of the student work. Targeted courses are those tied closelyto professional practice. In these courses, students produce tangible representations of authenticpractice, which serve to mediate the interaction between students, the teacher, and the practicingprofessional.Instantiating the modelI have instantiated Industry Fellows three times with three different industry fellows in

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

seminal work left unread by engineers dabbling in phenomenology and existentialism.(20) Aswith some great works, the actual writings of Husserl on philosophy are as revealing as how heoutlines previous philosophies to differentiate himself. Husserl argues that there are fourimportant revolutions in history of thought: Socratic/Platonic arguments based on logos and itssubsequent development into scientific thought; the Cartesian revolution; the transcendentalrevolution of Kant, whereby the only source of necessity is subjectivity and thus followsknowledge; and finally, the phenomenological revolution, which incorporates the form of andcontent of acts of knowing into a subjective framework. Descartes, according to Husserl’s history, believes

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

Tagged Divisions

Mathematics

theirpersistence from one semester to the next. Table 8 is a comparison of the persistence rates ofCañada students and 2009 Math Jam participants. Over the last several years, a study of firsttime fall semester Cañada students shows persistence rates of 55% for the following springsemester, 38% for the fall of the following year and 32% for the spring semester of the secondyear. For the 2009 Math Jam participants, the corresponding persistence rates were 93% forspring 2010, and 76% for fall 2010. At the time of writing this paper, the spring 2011enrollments had not been completed. With much higher persistence rates, the degree-completion and transfer rates for these students are expected to be much higher as well.Two important variables that are commonly

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Theresa Vitolo, Gannon University; Scott Steinbrink, Gannon University; Barry J. Brinkman, Gannon University

Tagged Divisions

Multidisciplinary Engineering

“StudentOrganizations and Leadership Development” (SOLD) office and the “Student Success Center”(SSC) that are each available to all GU students having the desire to partake of the servicesoffered. The SEECS seminar utilizes SOLD and the various resources of the SSC in order toprovide content that job- and graduate education-seeking students may need, as well as needededucation in skills required to succeed at Gannon.The SSC houses the university Math Center and the Writing Center, each of which provides freetutoring for students choosing to use those resources. In addition, the SSC fosters ExperientialEducation and general career development activities. SEECS makes great use of these latterresources. In particular, we have utilized the SSC staff to provide

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jorge E. Bohorquez, University of Miami; Ozcan Ozdamar, University of Miami; Jonathon Anthony Toft-Nielsen, University of Miami

Tagged Divisions

Biomedical

give immediate feedback to the students. Allobservations are collected and logged in a lab report after each session. In later labs, focus shifts to the microcontroller, specifically the 8051 modelmicrocontroller. Lab work shifts from building physical circuits to writing segments of code.Many students find programming portions of the course to be less immediately rewarding if theyare only manipulating digital values internal to the chip. In order to help ease the shift, as welland give students immediate physical feedback, the instructors for the class built a speciallydesigned test board. Each board was fitted with a port where the AT89C8051 microcontrollercould be plugged into after programming. Included on the board were a number of

Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

chosen representing both individualachievement (summative)18 and assessments to assist student learning (formative).18 Two kindsof summative individual assessments will occur in this course. On the first day of the course eachstudent will be presented with a short case to identify ethical dilemma, to name possible courseof action, and to evaluate the consequences of actions taken. Then again on the last day of classthe same case will be discussed with each student and the same questions will be asked. This willprovide students with a measure of progress in the areas of the content. The reflection journalsthat students will write throughout the semester will also act as a kind of informal summativeassessment. Grading will measure a student’s

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas E. Allen, Bucknell University; Steven B. Shooter, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

AC 2011-1863: BIG: UNITING THE UNIVERSITY INNOVATION ECOSYS-TEMDouglas E. Allen, Bucknell UniversitySteven B. Shooter, Bucknell University Steve Shooter, Ph.D., P.E. is Professor of Mechanical Engineering at Bucknell University where he has taught for design, innovation and robotics for 16 years. He has published over 90 peer-reviewed papers and been PI or Co-PI on grants from NSF, ONR, NIST, ARDEC in addition to industry. As a registered professional engineer he also consults extensively with industry on design projects and formulation of innovation strategies. Page 22.287.1 c

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Bluman, U.S. Military Academy; Kathryn Purchase, U.S. Military Academy; Christopher Thomas Duling, U.S. Military Academy, West Point, Department of Civil and Mechanical Engineering

Tagged Divisions

Educational Research and Methods

topic. Students in Connor-Green’sclasses reported that they studied more consistently and came to class better-prepared, “Studentsappear to articulate their ideas more readily and clearly after writing their quiz responses, whichraises the level of class discussion.”8 However, Connor-Green did not realize any increase in thegrades of students who took scheduled quizzes.Literature Review: Other considerations On the other hand, Lowman 9 argues against frequent in-class quizzes because they canincrease anxiety about coming to class and can decrease the amount of learning that occurs inclass following the quiz. “…too frequent testing is costly in class time and in teacher time spenton grading; it also leads to an overemphasis on external