Effective Learning Strategies: Grading Rubric to Enhance Student Learning
- Conference
- Location
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Virtual On line
- Publication Date
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June 22, 2020
- Start Date
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June 22, 2020
- End Date
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June 26, 2021
- Conference Session
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Mechanical Engineering Technical Session: Pedagogy I - Best Teaching Practices
- Tagged Division
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Mechanical Engineering
- Page Count
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11
- DOI
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10.18260/1-2--34498
- Permanent URL
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https://peer.asee.org/34498
- Download Count
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604
Paper Authors
Muzammil Arshad
Texas A&M University
orcid.org/0000-0003-1606-1046
Dr. Muzammil Arshad earned his PhD in Mechanical Engineering and Master of Science in Aerospace Engineering from Florida Institute of Technology, and his Bachelor of Science in Mechanical Engineering from University of Engineering & Technology, Pakistan.
Prior to joining Texas A&M University, Dr. Arshad taught at Florida Institute of Technology and University of Wisconsin-Platteville. His research interests are in the areas of Computational Fluid Dynamics (CFD), Internal Combustion Engines (ICE), Heat Transfer, Chemical Kinetics, and Pedagogy. Dr. Arshad has numerous conference and journal publications and is an organizer/co-organizer for American Society of Mechanical Engineers (ASME) conferences, as well.
Dr. Arshad is very passionate about teaching and focuses on employing the latest technology and pedagogical methodologies for effective student learning and success.
R. R. Romatoski
Saint Ambrose University
orcid.org/0000-0003-2548-9618
Dr. Romatoski earned their PhD in Nuclear Science and Engineering from MIT, Master of Science in Nuclear Plasma and Radiological Engineering from University of Illinois Urbana Champaign, and Bachelor of Science in Mechanical Engineering from MIT.
Prior to returning to academia to become a professor, Dr. Romatoski was a Nuclear Associate at Sargent & Lundy, a power generation consultant company and interned at 3M working on fuel cell technology testing.
Current research interests include wind turbine control systems, thermal fluids, nuclear reactor design and analysis, and energy systems and climate change. Pedagogical interests are ungrading and flipped classrooms.
Abstract
Homework is a formative assessment to provide feedback to students regarding the new concepts learned on a weekly or biweekly basis. It also acts as a tool for the instructor to gage student learning outcomes. It provides real-time information to the instructor to design the coursework for effective student learning. This study aims to center a conversation about homework grading for new educators and provide one example of a homework grading rubric that is efficient and effective at providing feedback. A grading rubric was created to achieve the objective. To effectively understand the dynamics of varying student populations and backgrounds, the homework grading rubric study spans multiple classes at two higher education institutions to provide a comparative analysis of the outcomes. Time studies as well as student surveys are conducted to assess two outcomes; efficiency of the rubric and, effectiveness of feedback regarding the strengths and weaknesses in learning the course content. The study showed a decrease in grading time spent on the homework as well as the feedback helped in getting higher exam scores. Student surveys are being conducted during the 2019-2020 academic year.
Arshad, M., & Romatoski, R. R. (2020, June), Effective Learning Strategies: Grading Rubric to Enhance Student Learning Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34498
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