New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Student assessment is a critical part of the learning process. Engineering courses often use objective student assessments to promote impartiality and grading efficiency, but many objective assessment methods do not provide educators sufficient information on their students’ level of knowledge. The probabilistic multiple-choice question is a type of objective assessment that uses a ‘reproducing scoring system’ which encourages students to ‘reproduce’ their true knowledge state. The paper explores whether or not probabilistic multiple-choice assessments give students greater insight into their level of understanding prior to submitting their assignment, if it encourages students to more thoroughly understand the material being assessed, and if the students’ ability to assess their level of confidence in technical areas is increased. Presently, the authors are unaware of any attempts to use probabilistic multiple-choice assessments in undergraduate civil engineering courses. This paper examines the impact of using probabilistic multiple-choice questions on students in CE404: Design of Steel and Wood Structures. Student performance on several assignments is compared to the previous year when probabilistic multiple-choice was not used. Impacts on student critical thinking, self-assessment, confidence, and self-learning are also addressed.
Biggerstaff P.E., A. O., & Wambeke, B. (2016, June), Investigation of Probabilistic Multiple-Choice in a Structural Design Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25492
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