Board 271: Evaluating the Effect of Multi-Attempt Digital Assessments on Student Performance in Foundation Engineering Courses
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
- Tagged Topics
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Diversity and NSF Grantees Poster Session
- Permanent URL
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https://peer.asee.org/46845
Paper Authors
Sudeshna Pal University of Central Florida
Dr. Sudeshna Pal is an Associate Lecturer in the Mechanical and Aerospace Engineering Department at the University of Central Florida (UCF), where she teaches courses in the areas of system dynamics, controls, and biomedical engineering. Her current research interest is engineering education, with focus on blended learning, project-based learning, and digital and design education. Her educational research is supported by grants through the National Institutes of Health and the National Science Foundation. She has published several pedagogical journal and conference articles. She received the Excellence in Undergraduate Teaching Award in 2020 and 2024, and the Teaching Incentive Program Award in 2022 at UCF.
Ricardo Zaurin University of Central Florida
Dr. Zaurin is a Senior Lecturer for the Department of Civil, Environmental, and Construction Engineering at the University of Central Florida. His research is dedicated to High Impact Teaching and Learning Practices, Active Learning, and Experiential Learning
Sierra Outerbridge University of Central Florida
Sierra Outerbridge, M.Ed., is a graduate research assistant and Ph.D. student in the department of Learning Sciences and Educational Research at the University of Central Florida. Sierra earned her Bachelor of Arts degree from Samford University where she studied Spanish Language/Literature and Business, as well as a Master of Education degree in Curriculum and Instruction (Supporting High Needs Populations) from the University of Central Florida. Her current research focuses on fostering self-regulated learning, technological innovation for student-centered learning environments, and strategic approaches to develop equitable educational opportunities.
Michelle Taub University of Central Florida
Michelle Taub, Ph.D., is an Assistant Professor of Learning Sciences and Educational Research and Core Faculty of the Faculty Cluster Initiative's Learning Sciences Cluster at the University of Central Florida. Her research focuses on measuring self-regulated learning across research and learning contexts, such as STEM classrooms.
Hyoung Jin Cho
University of Central Florida
orcid.org/0000-0002-6563-4317
Professor Hyoung Jin Cho is the Associate Chair of the Department of Mechanical and Aerospace Engineering at the University of Central Florida. He coordinates two undergraduate programs – B. S. Mechanical Engineering and B. S. Aerospace Engineering. He has published over 130 peer-reviewed journal and proceeding papers. He has 12 and 6 patents granted in the U.S. and Korea, respectively, in the areas of sensors, microfluidic devices, and micro/nanofabrication. His current research focus is on miniaturized environmental sensors and sample handling devices. He earned his Ph.D. in Electrical Engineering from the University of Cincinnati in 2002. He worked as Research Engineer at Korea Electronics Technology Institute (KETI) from 1993 to 1997. He received the NSF CAREER award in 2004 and was given the WCU (World Class University) Visiting Professorship under the Ministry of Education, Science and Technology, Korea in 2009. He is currently leading the NSF-supported HSI IUSE (Improving Undergraduate STEM Education) Project: Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe). In this project, a team of faculty members collaborate to implement active learning and high-impact teaching practices in engineering gateway courses to enhance Hispanic/Latino transfer student success.
Abstract
This paper discusses the design and implementation of multi-attempt digital assessments in the foundation engineering courses of Statics and Dynamics as part of an NSF-funded project entitled “Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe).” Statics and Dynamics are fundamental courses that are critical in the graduation pathway of almost all engineering majors. At the authors’ institution, the average ten-year student success rate in these courses is typically low, and the success rates of Hispanic transfer students are even lower. To address this, the authors introduced multi-attempt digital assessments to improve student success rates. Prior research has shown that frequent testing is beneficial for student learning as it allows the realization of knowledge gaps via self-regulated learning and metacognitive monitoring strategies. In this semester-long study, the authors redesigned the major assessments for multi-attempt testing in both Statics and Dynamics by creating extensive test question banks in the learning management system of Canvas. The assessments were administered digitally to the students using a Lockdown browser in Canvas at a proctored testing facility. End-of-semester surveys were administered in both courses to gauge student satisfaction and experience with this testing method. Preliminary results indicate very promising positive effects of the multi-attempt digital assessments in Statics and Dynamics courses on student performance, satisfaction, and self-reported motivation and self-regulation for all students, including Hispanic transfer students.
Pal, S., & Zaurin, R., & Outerbridge, S., & Taub, M., & Cho, H. J. (2024, June), Board 271: Evaluating the Effect of Multi-Attempt Digital Assessments on Student Performance in Foundation Engineering Courses Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46845
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