Course Embedded Class Room Assessment Technique for the STEM Education

Lakshmi Munukutla

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: Novel Approaches to Teaching Materials
Tagged Division: Materials
Page Count: 11
Page Numbers: 22.388.1 - 22.388.11
DOI: 10.18260/1-2--17669
Permanent URL: https://peer.asee.org/17669
Download Count: 351

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Paper Authors

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Lakshmi Munukutla Arizona State University, Polytechnic campus

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Lakshmi Munukutla received her Ph.D. degree in Solid State Physics from Ohio University, Athens, Ohio and M.Sc. and B.Sc. degrees from Andhra University, India. She has been active in research and published several journal articles. She is a Professor in the Department of Engineering Technology at Arizona State University.

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Abstract

Course Embedded Class Room Assessment Technique for the STEM Education The classroom assessment technique (CAT) is both a teaching approach and a setof techniques that benefits both the teacher and students. This approach provides insightinto how students learn so that the teacher can plan learning activities to promote studentlearning. It is also a tool for the course instructor to monitor student learning in real time.This assessment technique offers multiple benefits to both students and adequatefeedback to the instructor to make changes in real time to enhance student learning. Theundergraduate students majoring in electrical and electronics engineering technologydegree labeled the introductory Materials science and Engineering course as one of thechallenging courses of their degree program. Therefore, to monitor student learning toadjust the teaching style by the instructor at the same time engage students in theirlearning are the objectives of this study. The course assessment technique is not a newconcept however; the technique effectiveness is closely related to the course content.There are many simple techniques are available but for this experiment, minute paperformat is selected. This is an in-class activity that gives both teacher and students usefulfeedback on the teaching-learning process. For this study one 300 and 400 level classes are selected with moderate and smallstudent enrollments. The variables for this study are class size and course content type.The CAT exercises are graded and it contributes 5% of the course overall course grade.The results of this study such as how effective this approach is with respect to studentlearning, students’ success in the course and student survey results with respect to theCAT process are collected, analyzed and the results of this study constitutes this paper. The over arching goal of this experiment is to motivate students to becomemonitors of their own learning, develop critical thinking skills and provide feedback tothe instructor to make real time adjustments in teaching style by the instructor. This is atow-way process to benefit both students and instructor.

Citation
Format

Munukutla, L. (2011, June), Course Embedded Class Room Assessment Technique for the STEM Education Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17669

TY  - CPAPER
AB  -        Course Embedded Class Room Assessment Technique for the STEM                                Education          The classroom assessment technique (CAT) is both a teaching approach and a setof techniques that benefits both the teacher and students. This approach provides insightinto how students learn so that the teacher can plan learning activities to promote studentlearning. It is also a tool for the course instructor to monitor student learning in real time.This assessment technique offers multiple benefits to both students and adequatefeedback to the instructor to make changes in real time to enhance student learning. Theundergraduate students majoring in electrical and electronics engineering technologydegree labeled the introductory Materials science and Engineering course as one of thechallenging courses of their degree program. Therefore, to monitor student learning toadjust the teaching style by the instructor at the same time engage students in theirlearning are the objectives of this study. The course assessment technique is not a newconcept however; the technique effectiveness is closely related to the course content.There are many simple techniques are available but for this experiment, minute paperformat is selected. This is an in-class activity that gives both teacher and students usefulfeedback on the teaching-learning process.       For this study one 300 and 400 level classes are selected with moderate and smallstudent enrollments. The variables for this study are class size and course content type.The CAT exercises are graded and it contributes 5% of the course overall course grade.The results of this study such as how effective this approach is with respect to studentlearning, students’ success in the course and student survey results with respect to theCAT process are collected, analyzed and the results of this study constitutes this paper.        The over arching goal of this experiment is to motivate students to becomemonitors of their own learning, develop critical thinking skills and provide feedback tothe instructor to make real time adjustments in teaching style by the instructor. This is atow-way process to benefit both students and instructor.  
AU  - Lakshmi Munukutla
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Course Embedded Class Room Assessment Technique for the STEM Education
UR  - https://peer.asee.org/17669
DO  - 10.18260/1-2--17669
ER  -