June 14, 2015
June 14, 2015
June 17, 2015
26.377.1 - 26.377.14
Comparison of Direct and Indirect Assessment of a Summer Engineering Economy Course taught with Active Learning TechniquesWhen a student has an inaccurate perception of how well critical course material is beingassimilated, it can lead to an unexpected performance level at the close of a course. An effectivestrategy for addressing this is to provide a variety of active learning techniques that engagestudents and focus on their different learning styles. In addition, using a variety of activelearning techniques can be especially important when teaching a class in a compressed timeformat such as is often used in summer classes.In this paper, data from two class sections of engineering economy taught in a compressedsummer term were examined to see how well the student’s self-assessment of the courseobjectives compared to direct assessment measures. Teaching techniques used in these classesinclude incorporating learning objectives directly into the teaching of course material, bothstudent and instructor-generated crossword puzzles, student-generated Pictionary, clickers,starting each class with a song about money, using real money and magnets to illustrateapplications of different interest factors, fuzziest point paper, think-pair-share, individual andgroup problem solving, brainstorming, case studies, debates, and a number of other usefultechniques. The student’s self-assessment of learning objectives was measured through a surveyand the direct assessment was done through the use of test and final exam questions. To assessthe correlation between self-assessment and direct assessment, two-tailed tests at a level ofsignificance of 0.05 with 50 degrees of freedom were performed. A correlation was found to besignificant at the 0.01 level and so overall, it appears that the students had an accurate perceptionof their own course performance. The paper will discuss the student self-assessment of thecourse objectives, the direct assessment of course objectives, and the teaching techniques used toenhance the course.
Ghanat, S. T., & Brannan, K., & Welch, R. W., & Bower, K. C. (2015, June), Comparison of Direct and Indirect Assessment of a Summer Engineering Economy Course taught with Active Learning Techniques Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23716
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