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Facilitation of Student-centered Formative Assessment using Reflective Quiz Self-corrections in a Calculus Physics Course

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Engineering Physics & Physics Division Technical Session 3

Tagged Division

Engineering Physics & Physics

Page Count


Page Numbers

24.591.1 - 24.591.15



Permanent URL

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Paper Authors


Wenli Guo Queensborough Community College

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Dr. Wenli Guo is a professor of physics and her experiences include spectroscopy, pedagogy, etc.

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Vazgen Shekoyan Queensborough Community College

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Dr. Vazgen Shekoyan is a professor of physics and his experiences include pedagogy, CubeSat, etc.

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Facilitation of Student-centered Formative Assessment using Reflective Quiz Self-corrections in a Calculus Physics CourseCalculus Physics I is a calculus based general physics course covering fundamental principles ofmechanics. The overwhelming majority of students in this course are prepared for admissionwith advanced standing to a Bachelor of Science engineering program. Often found in theclassroom are that many students have difficulty in solving problems, skills that are crucial forstudents to be successful in this rigorous curriculum. In spite of using active engagementlearning approach, showing plenty of examples, asking students to practice problems during theclass time and having students do their homework every week, still quite a few students cannotsolve similar problems in the tests so that they choose to withdraw from the class. Is thereanything we can do to encourage students to remain in the class and help them learn better?Weekly student-centered formative assessment using reflective quiz self-corrections is apowerful solution to this problem. Pedagogy researches have been focused on student-centeredlearning inside classrooms, little attention has been paid to how formative assessments outsideclassrooms can support student learning, improve outcomes and actualize the drive for lifelonglearning in engineering programs. In this grant-funded research project, once-a-week quiz wasgiven in class to ask students to solve one problem. Quizzes were graded with no details.Without given solutions, students were then asked to conduct reflective self-corrections on eachquiz that they did not receive full credits. It was possible to increase their quiz scores up to fullpoints if students successfully completed the required tasks. The following data were collectedfor analysis: two rounds of a perception survey related to the learning of physics and a surveyparticular for reflective quiz self-correction activity; a pre- and a post-mechanics baseline test atthe beginning and the end of the semester plus final exams; quiz mistake categorization reports.Feedback from students was overwhelmingly great. This practice not only promotes studentsself-regulated learning but also helps them study consistently. Students learn much better fromfinding their own mistakes and score higher in exams. Therefore, they become more confidentand are more motivated to remain in the program.

Guo, W., & Shekoyan, V. (2014, June), Facilitation of Student-centered Formative Assessment using Reflective Quiz Self-corrections in a Calculus Physics Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20482

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