San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.1440.1 - 25.1440.15
Assessment of student performance is a necessary component of every academic program, but alltoo often this is a one-way street with only the instructor performing the evaluation. Usingassessment of learning by the students themselves is an approach that encourages students toactively engage in their own learning. Studies have shown that self-assessment can have apositive effect on achievement and that such assessments can be a reliable source of data. It isthe formative use of their own assessments by the students that will allow them to focus andclose the gap between current and desired performance.The objective of this paper is to demonstrate an approach to using a self-assessment ofconceptual understanding in an introductory construction management structures course to helpstudents improve learning of concepts that are personally challenging.The sample for this study is students enrolled in a sophomore level introduction to structurescourse within an ACCE accredited Construction Management program at a mid-sizedSouthwestern public institution. Data was collected over the course of three semesters. Duringthe last week of each semester, a three-step process was initiated that included a self-assessmentof confidence with course material, a reflective exercise that probed identified problematictopics, and a follow-up assignment to focus individual study. This follow-up assignment wasunique to each student's initial assessment and was evaluated as a percentage of the finalexamination score. The results of the self-assessment, the follow-up assignment and a separateinstructor created final examination constitute the dataset. Assessment data was analyzed toidentify consistencies and contradictions among the topics. Individual assessment results will becompared to performance on the instructor created final examination to determine if there is adifference in performance between topics identified with high confidence and topics identifiedwith low confidence.Initial analysis of the data indicates that students consistently classify topics in a similar manner.Individual students typically demonstrate some competence with topics on the final exam thatthey themselves originally identified as problematic. Analysis of difference in performancebetween topics identified with high and low confidence is in progress.This assessment process is relevant to engineering education because it provides a way to helpguide students in identifying bottleneck concepts and empowers them to make improvements inproblematic areas. This is particularly important in this domain because students typicallystruggle with structural mechanics concepts. Students are given partial control over the contentthat they will be evaluated on for their final examination which empowers them. Further, theresults provide important feedback to the instructor on which topics are the most problematic,thus informing future curricular improvements.
Tingerthal, J. (2012, June), Using Self-assessment in an Introductory Structures Course for Construction Managers Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22197
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