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Professor And Student Response To The Daily Quiz

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

10

Page Numbers

10.1027.1 - 10.1027.10

Permanent URL

https://peer.asee.org/14182

Download Count

21

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Paper Authors

author page

Ben Stuart

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Abstract

In an academic environment where teamwork is stressed, assessing individual competency can sometimes be a challenge. The benefits of students learning by working with other students is clear, unfortunately any grader of homework can readily identify the members of a particular study group through obvious similarities in approach, and more often through the repeated obscure error. The temptation of the ‘weaker’ or ‘busy’ student to copy solutions without participating in the learning process is often overwhelming. Further, the continual expansion of topics covered in many engineering courses has placed a greater emphasis on student learning outside of the classroom. Students who are well prepared through completing reading or other preparatory work prior to attending class make the time spent in class more productive. Any method to encourage this behavior is to the advantage of the instructor. One method that may be employed to assess individual competency is through the use of regular quizzes. However, several days worth of material, even if in the same chapter in a text, may have many fundamental points that are worth stressing. A short quiz is not capable of covering the large number of topics covered if administered on a weekly basis. The intent of the daily quiz is to encourage students to complete class preparatory assignments, maintain complete understanding of homework problems, and provide the faculty with a means of assessing individual student performance over a wide array of course topics. The additional work involved with grading the quizzes is balanced by the elimination of homework grading. Further, daily quizzes covering reading assignments are easily written in true-false, matching, or multiple choice formats for easier grading.

Stuart, B. (2005, June), Professor And Student Response To The Daily Quiz Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14182

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