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Engineering Student Preferences on Homework Grading and Exam Preparation

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Conference

2025 ASEE Southeast Conference

Location

Mississippi State University, Mississippi

Publication Date

March 9, 2025

Start Date

March 9, 2025

End Date

March 11, 2025

Conference Session

Professional Papers

Tagged Topic

Professional Papers

Page Count

9

Permanent URL

https://peer.asee.org/54161

Download Count

4

Paper Authors

biography

Gafar Abbas Elamin P.E. The Citadel

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Dr. Gafar Elamin is an Assistant Professor in the Department of Mechanical Engineering at The Citadel. He holds a Ph.D. and Master of Science in Mechanical Engineering from North Carolina A&T State University and a Bachelor of Science in Mechanical Engineering from the University of Khartoum in Sudan.
Prior to his current role, Dr. Elamin gained valuable experience at various institutions and companies, including the University of Wisconsin-Platteville, King Faisal University in Saudi Arabia, and Bechtel Power Corporation in Frederick, Maryland.
At The Citadel, Dr. Elamin focuses on teaching courses in the areas of Thermal/Fluid, Heat Transfer, Energy and Power, as well as introductory engineering subjects. His research interests encompass computational fluid dynamics (CFD), the development of CFD algorithms, and innovative approaches to engineering education.

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Abstract

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.

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. https://peer.asee.org/54161

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