Elamin, G. A. (2025, March), Engineering Student Preferences on Homework Grading and Exam Preparation  Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi. 10.18260/1-2--54161

\bibitem{asee_peer_54161}
  Elamin, G. A. (2025, March), \emph{Engineering Student Preferences on Homework Grading and Exam Preparation}
  Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi.
  10.18260/1-2--54161

Gafar Abbas Elamin P.E..  "Engineering Student Preferences on Homework Grading and Exam Preparation".  2025 ASEE Southeast Conference , Mississippi State University, Mississippi, 2025, March.  ASEE Conferences, 2025.  https://peer.asee.org/54161 Internet.  27 Apr, 2025

\bibitem{asee_peer_54161}
  Gafar Abbas Elamin P.E..
  "Engineering Student Preferences on Homework Grading and Exam Preparation".
  \emph{2025 ASEE Southeast Conference , Mississippi State University, Mississippi, 2025, March}.
  ASEE Conferences, 2025.
  https://peer.asee.org/54161 Internet.  27 Apr, 2025

@INPROCEEDINGS{asee_peer_54161
author = "Gafar Abbas Elamin P.E."
title = "Engineering Student Preferences on Homework Grading and Exam Preparation"
booktitle = "2025 ASEE Southeast Conference "
year = "2025"
month = "March"
address = "Mississippi State University, Mississippi"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/54161}
number = {10.18260/1-2--54161}
}

TY  - CPAPER
AB  - In any course, students’ learning combines homework, in-class activities, projects, and examinations. For homework and projects, students can use their textbooks and other resources. On the other hand, for closed-book exams, students must have a “cheat sheet,” including the fundamental equations that govern the exam topics. While the assessment process – projects and examinations – are normally graded by the instructor, homework and in-class activities are self-directed and can be assessed by the students themselves. The exam equations sheet is either prepared by the instructor or the students individually. While most students take homework self-grading and cheat sheet preparation as opportunities to judge their own work, review, and improve their performance, some students consider them a delegation by the instructor or “busy work.” In this study, we investigate the students’ preference on homework grading and exam cheat sheet preparation. The study was predicated on a survey that was distributed to 43 students who took three courses with the same instructor. Both grading methods (self-grading/instructor grading) and exam equations sheet preparation (by students/by instructor) were adapted during these three courses. The survey also allowed students to indicate their preferred homework length and frequency.  Additionally, students could share their recommendations for the best way to prepare and help them perform better on assignments and examinations. Moreover, based on the results from the survey, we plan to investigate how homework grading methods and the exam fundamental equations sheet preparation correlate with the students’ final grades.
AU  - Gafar Abbas Elamin P.E.
CY  - Mississippi State University, Mississippi
DA  - 2025/03/09
PB  - ASEE Conferences
TI  - Engineering Student Preferences on Homework Grading and Exam Preparation
UR  - https://peer.asee.org/54161
DO  - 10.18260/1-2--54161
ER  -