Chew, K. J., & Matusovich, H. (2022, August), Fundamental Engineering Course Test Beliefs and Behaviors:  A Case Exploration of One Instructor  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40952

\bibitem{asee_peer_40952}
  Chew, K. J., \& Matusovich, H. (2022, August), \emph{Fundamental Engineering Course Test Beliefs and Behaviors:  A Case Exploration of One Instructor}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40952

Kai Jun Chew and Holly Matusovich.  "Fundamental Engineering Course Test Beliefs and Behaviors:  A Case Exploration of One Instructor".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40952 Internet.  25 Jun, 2024

\bibitem{asee_peer_40952}
  Kai Jun Chew and Holly Matusovich.
  "Fundamental Engineering Course Test Beliefs and Behaviors:  A Case Exploration of One Instructor".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40952 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_40952
author = "Kai Jun Chew and Holly Matusovich"
title = "Fundamental Engineering Course Test Beliefs and Behaviors:  A Case Exploration of One Instructor"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40952}
number = {10.18260/1-2--40952}
}

TY  - CPAPER
AB  - Tests tend to be the default assessment in fundamental engineering courses. Tests can be useful for learning such as retaining information, but not for all learning outcomes like conceptual change. In addition, tests can decrease student motivation to learn. Therefore, complementing tests with alternative assessments and being intentional in using and designing tests should be considered to address the problem test being the go-to form of assessments in fundamental courses. Instructor resistance to adopting teaching practices informed by research poses as another barrier toward addressing the problem. Thus, understanding engineering instructors’ beliefs about why they use tests in their courses is an important first step toward addressing the problem. This research study begins addressing the gap by analyzing one case out of a larger multi-case study to provide hermeneutic insights for future analysis and studies on the beliefs of engineering instructors about using tests. Grounded in Situated Expectancy Value Theory (SEVT), this research paper analyzed one thermodynamics instructor, Charlie, who was a mechanical engineering associate professor in an R1 public, land-grant institution, and had taught for more than ten years. Analysis methods were inspired by the case study research methodology. Findings show slight conflicting beliefs within Charlie as they demonstrated strong beliefs in test benefits in helping students learn, but apologetic about using tests because of factors like inertia and peer pressure that compelled them to continue using tests in the course. Charlie was also apologetic about using tests due to their lack of ability to predict future student success. Charlie also expressed a lack of experience and knowledge in designing assessments in their courses. Future work will focus on understanding test usage beliefs at a broader scale and informing research to design alternative assessments that can be adapted to complement tests.

Keywords: Test, Exams, Assessment, Instructor, Beliefs
AU  - Kai Jun Chew
AU  - Holly Matusovich
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Fundamental Engineering Course Test Beliefs and Behaviors:  A Case Exploration of One Instructor
UR  - https://peer.asee.org/40952
DO  - 10.18260/1-2--40952
ER  -