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Self-Assessment of Learning Using Intelligent Interactive Worksheets

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Data Analytics in Education

Tagged Division

Computers in Education

Page Count

13

Page Numbers

24.1076.1 - 24.1076.13

DOI

10.18260/1-2--23009

Permanent URL

https://peer.asee.org/23009

Download Count

128

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Paper Authors

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Haylie M. Peterson

biography

Kristi J. Shryock Texas A&M University

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Dr. Kristi J. Shryock is Assistant Department Head for Undergraduate Programs in the Department of Aerospace Engineering at Texas A&M University. She is also an Instructional Associate Professor in the Department. She received her Ph.D. in Interdisciplinary Engineering with a research focus on engineering education. She works to improve the undergraduate engineering experience through evaluating preparation in mathematics and physics, incorporating experiential activities in the classroom, and introducing multidisciplinary design.

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Abstract

Self-Assessment of Learning Using Intelligent Interactive WorksheetsIntroducing new technologies into the classroom experience for students has been rapidlyincreasing. Tools that are functional and available on demand for students are even moreessential. The focus of this paper is on the effectiveness of an intelligent interactive self-assessment worksheet to help students in a sophomore-level engineering course learn thematerial. Often when students are assigned classroom readings to be completed outside of class,they are not always able to adequately assess if the information read was retained or completelyunderstood. The self-assessment worksheets developed can be used as an aid for the students tocheck their understanding of the reading and learn how to appropriately conduct problems thatcorrespond to the selected reading. These worksheets not only help the student grasp the mainconcepts needed to obtain an understanding of the material but also serve as a way for thestudents to come to class prepared and ready to ask further thought provoking questionspertaining to the reading. With a Maple platform, the worksheets are developed to provideintelligent feedback to students based on the input they provide instead of simply generating astatement detailing if the answer was correct or incorrect or providing a long list of commonerrors. The worksheets are created with an aesthetically pleasing layout as well as provide thestudents with help buttons and self-check assessment reasoning.This approach to learning engineering material can be useful to all levels of students, fromstudents who are new to the material to students using the worksheets as quick reviews beforeexams. The main goal of an interactive self-assessment worksheet is to assist students infollowing along with pre-class reading and providing a useful aid in learning the material to helpthem come to class prepared. The paper will detail the testing used in creating the worksheets aswell as the evaluation performed by students completing the sophomore-level engineering courseand the impact of the worksheets on their learning.

Peterson, H. M., & Shryock, K. J. (2014, June), Self-Assessment of Learning Using Intelligent Interactive Worksheets Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23009

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