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Turning the Tables on Partial Credit: Computer Aided Exam with Student Reflection for Partial Credit (CAESR4PC)

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2020 ASEE Virtual Annual Conference Content Access


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Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge

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Jeffrey Lloyd Hieb University of Louisville

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Jeffrey L. Hieb is an Associate Professor in the Department of Engineering Fundamentals at the University of Louisville. He graduated from Furman University in 1992 with degrees in Computer Science and Philosophy. After 10 years working in industry, he returned to school, completing his Ph.D. in Computer Science Engineering at the University of Louisville’s Speed School of Engineering in 2008. Since completing his degree, he has been teaching engineering mathematics courses and continuing his dissertation research in cyber security for industrial control systems. In his teaching, Dr. Hieb focuses on innovative and effective use of tablets, digital ink, and other technology and is currently investigating the use of the flipped classroom model and collaborative learning. His research in cyber security for industrial control systems is focused on high assurance field devices using microkernel architectures.

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Campbell R. Bego University of Louisville Orcid 16x16

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An instructor and postdoctoral researcher in engineering education, Campbell R. Bego, PhD, PE, is interested in improving STEM student learning and gaining understanding of STEM-specific learning mechanisms through controlled implementations of evidence-based practices in the classroom. Dr. Bego has an undergraduate Mechanical Engineering degree from Columbia University, a Professional Engineering license in the state of NY, and a doctorate in Cognitive Science.

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This full-length research paper describes a new type of exam, the Computer Assisted Exam with Student Reflection for Partial Credit (CAESR4PC). CAESR4PC combines the automatic grading of computer-based exams with a partial credit mechanism that rewards students for post-exam reflection. Intended to be a replacement for hand graded traditional essay style exams, the grading effort once applied to assigning partial credit and giving formative feedback is now spent reviewing student post-exam reflections. Descriptive statistics and quasi-experimental study results from an initial implementation of this pedagogical technique in a linear algebra course for engineering students are presented. While the CAESR4PC approach is developed with math courses in mind, it is equally applicable to other subjects that have a significant amount of mathematical/analytical content.

Hieb, J. L., & Bego, C. R. (2020, June), Turning the Tables on Partial Credit: Computer Aided Exam with Student Reflection for Partial Credit (CAESR4PC) Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35404

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