Velegol, S. B., & Jackson, K. S. (2015, June), Quiz Re-takes: Which Students Take Advantage and How Does it Affect Their Performance?  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24635

\bibitem{asee_peer_24635}
  Velegol, S. B., \& Jackson, K. S. (2015, June), \emph{Quiz Re-takes: Which Students Take Advantage and How Does it Affect Their Performance?}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24635

Stephanie Butler Velegol and Kathy Schmidt Jackson.  "Quiz Re-takes: Which Students Take Advantage and How Does it Affect Their Performance?".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24635 Internet.  22 Dec, 2024

\bibitem{asee_peer_24635}
  Stephanie Butler Velegol and Kathy Schmidt Jackson.
  "Quiz Re-takes: Which Students Take Advantage and How Does it Affect Their Performance?".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24635 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_24635
author = "Stephanie Butler Velegol and Kathy Schmidt Jackson"
title = "Quiz Re-takes: Which Students Take Advantage and How Does it Affect Their Performance?"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24635}
number = {10.18260/p.24635}
}

TY  - CPAPER
AB  - Quiz re-takes: Which students take advantage and how does it affect theirperformance?Even though we know that students learn best from their mistakes, we often do not allowstudents to learn from their mistakes. Typically engineering students are given one chance toshow what they know in a quiz or exam. Once the quiz or exam is turned back the students maybe given a solution but rarely have any incentive to look at it again.In this presentation I will discuss the incorporation of quiz re-grading in a large 3rd yearIntroduction to Environmental Engineering class. Graded quizzes were returned to students withminimal comments. The students then had one or two weeks to return the quiz and correct theirmistakes and earn up to 50% of their missed points back. No points were returned unless thestudents explained what they did wrong and how to correct their mistakes. The instructor wasavailable during normal office hours to help students with their questions about the quiz.This presentation will address two research questions: 1. What are the characteristics of thestudents who took advantage of the quiz re-grading? This will be discussed in terms of academicperformance and demographics. 2. Did the students who took advantage of this opportunityperform better than expected on the cumulative final exam? This will be assessed through astatistical analysis of a group of students who took advantage of the re-grade vs. those who didnot.Finally I will discuss the students’ feedback about this opportunity. Students were given surveysthat addressed why students did or did not decide to use the quiz re-grading. The surveys alsoaddressed how the quiz re-grading opportunity changed their self-efficacy during the taking ofthe quiz.
AU  - Stephanie Butler Velegol
AU  - Kathy Schmidt Jackson
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Quiz Re-takes: Which Students Take Advantage and How Does it Affect Their Performance?
UR  - https://peer.asee.org/24635
DO  - 10.18260/p.24635
ER  -