Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Mechanical Engineering Technical Session: Pedagogy I - Best Teaching Practices
Traditional methods for grading and returning corrected homework to students does not require the student to determine how they erred, learn how to avoid repeat errors, or revise and improve their work. Educators know that multiple focused review of material is often required for learning analytically-difficult material. Even when educators provide detailed feedback and corrections, a substantial number of students look at the grade on a homework assignment, perhaps give it a cursory review, and put it away until exam study time. The result is a missed opportunity for the student to more fully understand details they have yet to master, and the time the instructor spent making corrections is wasted.
The present study details a system that attempts to address these shortcomings. Under this system, students initially electronically submit their homework on the given due date and a detailed “approved” solution is provided by the instructor at the same time. Students then mark errors against the posted solution and submit both their original work as well as their mark-ups. To ensure students pay attention to the material, a portion of the overall grade is awarded based on the extent the material is reviewed while the majority of the grade is based on correctness of the original submission. This system increases two direct principles for good undergraduate engineering practice: it encourages contact between faculty and students, and it provides prompt feedback. This grading system also addresses three indirect principles by developing cooperation among students, encouraging active learning, and communicating high expectations.
The purpose of this paper is to investigate the effect of the above described self-review homework system on student learning for two mechanical engineering courses. We investigated a senior-level course on vibration engineering and a third-year course on rigid body dynamics across three semesters. The students in the courses were surveyed multiple times during the semester to determine if there were any changes in their attitude toward the method within a semester and between courses. The paper will also describe some administrative details associated with implementing the technique and will reflect on the instructors’ experience using the system.
Linford, P. A., & Bluman, J. E., & Freisinger, G. M., & Rogers, J. R., & Novoselich, B. J. (2020, June), The Self-evaluation and Revision Method for Homework: A Homework Method for Metacognition Improves Post-secondary Engineering Students’ Attitudes Toward Homework Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35371
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