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June 22, 2020
June 22, 2020
June 26, 2021
The authors have developed and implemented a new assessment model in Engineering Mechanics courses. The effects of this new approach have been very positive, including an increase in final exam mean scores of approximately 30 points (out of 100) compared to a more traditional assessment model in a Mechanics of Materials course. These results have been presented in full at a prior ASEE Conference.
In this paper, we focus on the effects of this new assessment model on the performance of female engineering students. We have thus far studied the results from one semester. These results indicate that the performance of women is almost identical to that of men in this new model, and this is this case for either a female or a male instructor.
We are currently extracting and evaluating the data from additional semesters of Mechanics of Materials and Dynamics, including the current one that ends in December 2019. The analysis will focus on the performance of male and female students on a common final exam, graded with a strict and concise rubric that emphasizes mastery of concepts and problem solving skills. The study will account for other measures such as incoming GPA and performance in the prerequisite course, Statics.
Recktenwald, G., & Grimm, M. J., & Averill, R., & Roccabianca, S. (2020, June), Effects of a New Assessment Model on Female and Underrepresented Minority Students Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34507
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