June 18, 2006
June 18, 2006
June 21, 2006
Educational Research and Methods
11.689.1 - 11.689.18
Homework as an Outcome Assessment: Relationships Between Homework and Test Performance
Homework imposes a significant load on undergraduate engineering students and faculty, and typically represents 10 to 30 percent of a student’s final course grade. One of the fundamental purposes of homework is to help students master the course material, mastery ultimately assessed through quizzes, tests and a final examination. To understand whether homework grades are a significant factor in determining student performance on tests, a study was conducted to examine the correlation between individual student scores on homework, quizzes, tests and final examination. Data from four courses taught by three different instructors showed very weak correlation between homework and quiz, test or final examination scores, respectively; much stronger correlations were found between quiz, tests and final examinations. Multiple linear regressions were developed for three courses, with quiz and test scores found to be the only statistically significant predictors of final examination performance (homework was found not to be a statistically significant predictor). Study results indicate that graded homework may potentially not be an effective means of enhancing student performance on tests. Areas of potential future research extensions are discussed.
Engineering Mechanics I (Statics) is typically among the first core engineering courses taken by students, and thus represents a critical educational career juncture. Yet, over the past year approximately 50% of students taking Statics at the University of the Pacific got a course grade of D+ or below, despite getting very high homework assignment grades. This seeming contradiction prompted a study to examine, at an individual student level, the relationships between homework assignment grades and traditional course performance outcome measures; i.e., quizzes, tests and final examination.
Substantial homework is dogmatically accepted as an indispensable component of engineering courses. Faculty reflect on their own education and proudly maintain a traditionally heavy homework load as a rite of passage, while students resignedly accept the heavy workload as part of the cost of entering into the engineering profession. The nature of engineering, as with other hard sciences, is such that conceptual and practical understanding comes from applying principles and techniques to solve problems1. To provide incentive for students to practice problem solving, assigned homework is typically collected, graded and returned to students. Contemporary pedagogical thinking, however, focuses not on teaching “to tradition” but rather on achieving student learning outcomes: a process should be established that defines desired learning outcomes,
Fernandez, A., & Saviz, C., & Burmeister, J. (2006, June), Homework As An Outcome Assessment: Relationships Between Homework And Test Performance Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/41
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015