Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
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.
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
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