June 24, 2017
June 24, 2017
June 28, 2017
In higher education, an ongoing issue is assessment of student learning. We wonder how to assess, how often to assess, why we are assessing, and even how are we, as faculty, going to handle all the grading and management of assessment. Engineering students are frequently assessed on homework, quizzes, projects, and exams, but given today’s connected world, students may be copying or sharing homework solutions. Frequently, they do not realize how working problems is integral to their success in a class as well as to their understanding of engineering. In addition, across the disciplines we are more aware of how students study and that they often do not select the most productive studying techniques. In an effort to ensure students are studying effectively and working their own problem sets, students in a senior level aerospace engineering course are assigned weekly homework, but instead of turning in the worked problems, they are instead given a quiz relating to the homework material. In this paper, we will share the quiz and overall exam grades of this class compared with a previous class that did not take quizzes, but was given the same exams. In addition, students responded to a pre- and post-survey of their perceptions on studying and using quizzes as homework. We include the professor’s insights on the efficiency of this approach and what to consider before implementing homework quizzes in one of your classes.
Jackson, K. S., & Maughmer, M. D. (2017, June), Promoting Student Success: Goodbye to Graded Homework and Hello to Homework Quizzes Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28774
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