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Productive, Quick, And Enjoyable Assessment

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1997 Annual Conference


Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997



Page Count


Page Numbers

2.332.1 - 2.332.7



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Paper Authors

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Sudhir Mehta

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3530

Productive, Quick, and Enjoyable Assessment

Sudhir Mehta

North Dakota State University


The primary purpose of classroom assessment is to determine how well students are learning on a continuous basis and to take necessary corrective measures as soon as possible to improve their learning. This paper describes an assessment technique which has been tested over the last three years in different courses. The technique involves asking a few multiple choice questions at the end of a class period. The paper also describes several variations and combinations of this technique that have been recently developed. Data have been collected from multiple classes and multiple instructors over the last three years. Eighty to ninety percent of students find that this method allows them to pay better attention in a classroom and helps them in retaining the material discussed in the earlier class periods. Instructors indicate that the method allows them to quickly identify the material that is not clear to students and take necessary corrective actions. The method also improves classroom attendance significantly. Forms and procedures that have been developed over the years have reduced the amount of instructors’ time and resources in conducting this assessment. Above all, students and instructors indicate that this assessment technique is easy, effective, and enjoyable.


Frank Huband, Executive Director of the American Society for Engineering Education (ASEE), recently reported that, “Pressures from corporate leaders, legislators, taxpayers, parents, and educators themselves are directing attention to assessment of the quality of educational programs in general and to engineering education specifically.”1 He also noted that, “If engineering schools do not assemble their own assessment process, someone else will. An externally imposed evaluation process will not be as effective as one developed and implemented by educators themselves.” John Prados, Editor of the ASEE Journal of Engineering Education and Accreditation Board for Engineering and Technology (ABET) Criteria 2000 have also put special emphasis on effective assessment techniques.2

This paper focuses on an instructional method which can be implemented by educators themselves to a) improve assessment of what students are learning, b) increase students' attention in a classroom, and c) improve retention of material taught in classes. Background information in the above three areas is briefly given in the next section. The third section summarizes an attention quiz (AQ) method, developed earlier by the author3. The fourth section describes the modification of the AQ method called an Attention-Retention Quiz (ARQ) Method. The fifth

Mehta, S. (1997, June), Productive, Quick, And Enjoyable Assessment Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. 10.18260/1-2--6746

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