Washington, District of Columbia
June 23, 1996
June 23, 1996
June 26, 1996
1.62.1 - 1.62.4
An Autograding (Student) Problem Management System for the Compeuwtir Ilittur8.
Glenn S. Kohne Loyola College in Maryland
In order to develop analysis skills necessary in engineering disciplines, students need practice solving problems using specified analytical techniques. Unless homework is collected and graded, students tend not to spend much time or effort in performing it. Teachers do not, realistically, have the time to grade large numbers of homework problems on a regular basis. This paper presents and makes available a miracle cure. The Autograding Problem Management System (APMS) provides a discipline-independent mechanism for teachers to create (quickly and easily) sets of homework problems. The APMS system provides CRT and/or printed summaries of the graded student responses. This presentation will demonstrate both the speed and the drag- and-drop simplicity of using the APMS to create self-grading homework problem sets comprised of traditional types of problems and of problems which would not be possible without the use of computers.
In order to develop analysis skills necessary in engineering disciplines, students need practice solving problems using specified analytical techniques. Traditionally, instructors assign homework problems to provide students with the necessary problem-solving practice and give examinations to evaluate their skill.
Two things have changed over the last thirty years. First, a much larger percentage of high school graduates is attending college. This has broadened the range of academic skill and motivation in the student body. Second, faculty salary has been linked to student opinion. The combination of these two factors has led to a dilution of performance required of the students and to (well-documented) grade inflation. The challenge to instructors is to motivate the students to do the necessary work to learn without incurring their wrath.
We have found that assigning, collecting, and grading homework will motivate the students sufficiently and they will do well on examinations. We have also found that assigning but not collecting and grading homework is not sufficient motivation and that students tend not to spend much time or effort in performing it. This results in poorer performance on examinations and student unhappiness. Teachers do not, realistically, have the time to grade large numbers of homework problems on a regular basis.
The Autograding Problem Management System (APMS) was designed and developed to accomplish several very distinct goals. The goals were to provide a mechanism:
for assigning homework that would be graded by computer; and,
1996 ASEE Annual Conference Proceedings
Kohne, G. S. (1996, June), An Autograding (Student) Problem Management System For The Compeuwtir Ilittur8 Paper presented at 1996 Annual Conference, Washington, District of Columbia. https://peer.asee.org/5894
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 1996 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015