Time Limited Exams: Student Perceptions and Comparison of Their Grades versus Time in Engineering Mechanics: Statics
- Conference
- Location
-
Salt Lake City, Utah
- Publication Date
-
June 23, 2018
- Start Date
-
June 23, 2018
- End Date
-
July 27, 2018
- Conference Session
- Tagged Division
-
Mechanics
- Page Count
-
14
- DOI
-
10.18260/1-2--31144
- Permanent URL
-
https://peer.asee.org/31144
- Download Count
-
691
Paper Authors
Carisa H. Ramming Oklahoma State University
Carisa Ramming is a graduate of Oklahoma State University where she obtained degrees in Architectural Engineering and Civil Engineering Construction Management. She worked in industry for six years as licensed engineer and structural consultant for Wallace Engineering in Tulsa, OK before returning to Oklahoma State as a visiting faculty member in the School of Architecture. In 2009, Professor Ramming joined the faculty full time as an assistant professor of architectural engineering. Since that time, she has taught classes in structural analysis, timber and steel design, engineering mechanics: statics, building foundations and numerical analysis.
Rachel Mosier P.E.
Oklahoma State University
orcid.org/0000-0001-8937-978X
Dr. Rachel Mosier is an Assistant Professor at Oklahoma State University. Dr. Mosier is licensed as a professional engineer in Construction Engineering. Her research interest is the cost of sustainable construction to owners and technology in the classroom.
Abstract
Little research has been performed as to whether timed exams serve any purpose beyond the limitation of the class time. The use of time limited exams is broad and includes college entrance exams, graduate school entrance exams, professional and licensing exams and typical coursework exams. Entrance and professional exams are achievement tests and also considered “power” tests. Should all tests assume this quality? In engineering, architecture and technology fields where professional exams are frequently required post-graduation, time limited exams may be considered a stepping stone.
Previous research has focused on students with disabilities. However, students without disabilities may also suffer from exam anxiety. Exam anxiety may be due to a variety of psychometric factors. In order to better understand factors associated with exams, students were given a survey to determine their perceptions. The survey included questions on perception of time and self-evaluation of emotion. The survey questions were correlated with exam grades and the amount of time the students spent on the exam.
Ramming, C. H., & Mosier, R. (2018, June), Time Limited Exams: Student Perceptions and Comparison of Their Grades versus Time in Engineering Mechanics: Statics Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31144
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015