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High-Fidelity Digitized Assessment of Heat Transfer Fundamentals using a Tiered Delivery Strategy

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Aerospace Division Technical Session 1

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Paper Authors


Tian Tian University of Central Florida

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Tian Tian is an Associate Lecturer of Mechanical and Aerospace Engineering at the University of Central Florida, which she joined in 2013. She has been frequently teaching undergraduate lecture and laboratory components of Heat Transfer, Thermodynamics and Fluid Mechanics. Her educational research interests focus on project-based learning, online learning, and the digitization of STEM assessments. She received the Teaching Incentive Award, Excellence in Undergraduate Teaching Award, the Dean’s Advisory Board Faculty Fellow, Professor of the Year Award and Advisor of the Year Award.

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Ronald F. DeMara P.E. University of Central Florida Orcid 16x16

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Ronald F. DeMara is a Professor of Electrical and Computer Engineering at the University of Central Florida where he has been a faculty member since 1992. His educational research interests focus on classroom and laboratory instructional technology, and the digitization of STEM assessments. He has completed roughly 225 technical and educational publications, 43 funded projects as PI/Co-PI, and established two research laboratories. He serves as the founding Director of the Evaluation and Proficiency Center (EPC) at UCF and is the recipient of UCF’s university-level Scholarship of Teaching and Learning Award, Teaching Initiative Program Award, Research Initiative Award, Excellence in Undergraduate Teaching Award, Advisor of the Year, Distinguished Research Lecturer, Marchioli Collective Impact Award, and is an iSTEM Fellow. He received the Joseph M. Bidenbach Outstanding Engineering Educator Award from IEEE in 2008.

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Computer-Based Assessment (CBA) approaches are sought to support increasing enrollments within Engineering curricula. The potential benefits of CBA include user-authenticated, consistent, and fair testing, while facilitating auto-grading and statistical analysis of assessment results. Ideally, CBA could increase the frequency and value of formative feedback within Engineering courses, relative to conventional paper-based exams which are prevalent. However, since multiple-choice question formats are inherently restrictive, an open challenge facing CBA is how to fully assess skills within Engineering disciplines. Specific assessment needs include free-form design approaches, abstract concepts, analytical formulas, plots/graphs, problem-solving skills, and soft skills. These require innovations for realization within the quiz delivery capabilities of today’s Learning Management Systems (LMSs). There are also logistical challenges to enabling partial credit, solution composability/traceability including handwritten work, and assessment of creative design aspects. Herein, a layered solution towards these objectives called the STEM-Optimal Digitized Assessment Strategy (SODAS) is developed. SODAS has been successfully integrated within a high-enrollment Mechanical Engineering Heat Transfer course at a large state university, and its method and results are described in detail. A range of issues to consider in the design and delivery of CBAs within undergraduate Engineering courses are addressed, which are discussed along with sample assessment formats validated through student use. Additionally, schedules of key responsibilities for instructors are provided to increase the likelihood of successful assessment delivery, along with lessons learned.

Tian, T., & DeMara, R. F. (2018, June), High-Fidelity Digitized Assessment of Heat Transfer Fundamentals using a Tiered Delivery Strategy Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30575

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