Zegeye, E., & Eldredge, T. (2020, June), Reconciling the Student’s Deliverables with the Instructor’s Expectations in Engineering Exams  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35123

\bibitem{asee_peer_35123}
  Zegeye, E., \& Eldredge, T. (2020, June), \emph{Reconciling the Student’s Deliverables with the Instructor’s Expectations in Engineering Exams}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35123

Ephraim Zegeye and Tom Eldredge.  "Reconciling the Student’s Deliverables with the Instructor’s Expectations in Engineering Exams".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35123 Internet.  01 Dec, 2024

\bibitem{asee_peer_35123}
  Ephraim Zegeye and Tom Eldredge.
  "Reconciling the Student’s Deliverables with the Instructor’s Expectations in Engineering Exams".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35123 Internet.  01 Dec, 2024

@INPROCEEDINGS{asee_peer_35123
author = "Ephraim Zegeye and Tom Eldredge"
title = "Reconciling the Student’s Deliverables with the Instructor’s Expectations in Engineering Exams"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35123}
number = {10.18260/1-2--35123}
}

TY  - CPAPER
AB  - In engineering assessments, exams often consist of solving problems by applying a set of principles and laws with the help of mathematics. The solutions involve multiple steps, sometimes assumptions, and may include relevant sketches. When grading such solutions, the instructor may give weights to both the thought process, appropriate reasoning presented, the sketch, and the final answer. If no clear guidance is given, students may incorrectly assume the instructor’s expectations and present solutions that are not in-line with what the instructor desires to assess. This may significantly affect a student’s grade. In an attempt to resolve this issue, guidance that explains the elements of the instructor’s expectations along with the weight of each element was provided in three engineering courses. The impact of the guidance on the students’ problem solution presentation, and their confidence in knowing the instructor’s expectation was evaluated using questionnaires. Most students stated that the guidance “brings peace” to the test taker, and helps them to organize the solution presentation, and to focus on the most important part of the problem and to demonstrate mastery of it.  The guidance also helped the instructor in maintaining consistency in grading and in providing clear feedbacks.
AU  - Ephraim Zegeye
AU  - Tom Eldredge
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Reconciling the Student’s Deliverables with the Instructor’s Expectations in Engineering Exams
UR  - https://peer.asee.org/35123
DO  - 10.18260/1-2--35123
ER  -