Experiences with Formative Assessment in Engineering Classrooms

Assessment in many engineering courses is mostly summative in nature. We have introduced an electronic Classroom Communication System (CCS) into undei^adiiate en^neering courses to provide students with formative assessment on a regular basis. Kxpcriences with the system are presented, including both student and instructor evaluations. Students like it because it is anonymous and lets them know in a timely manner when they have difficulty understanding new concepts. The system also helps iiifonn the instnictor about student comprehension of various concepts, well in advance of an examination, resulting in better retention of ftmdamental eoncepts. The system can help an instnictor adjust the pace of the course to match the aptitude of the students. Therefore, instnictors might reduce the variance in students" conceptual understanding of fi.indamental concepts early in the course, allowing for more uniform coverage of advanced topics later in the course.

[1]  Sean P Brophy,et al.  Redesigning a biomechanics course using challenge-based instruction. , 2003, IEEE engineering in medicine and biology magazine : the quarterly magazine of the Engineering in Medicine & Biology Society.

[2]  R. Dihoff,et al.  Efficacy of Error for the Correction of Initially Incorrect Assumptions and of Feedback for the Affirmation of Correct Responding: Learning in the Classroom , 2005 .

[3]  Sean Brophy,et al.  Movement From A Taxonomy Driven Strategy Of Instruction To A Challenge Driven Strategy In Teaching Introductory Biomechanics , 2001 .

[4]  Robert J. Dufresne,et al.  Assessing-To-Learn: Formative Assessment in Physics Instruction , 2004 .

[5]  P. Black,et al.  Assessment and Classroom Learning , 1998 .

[6]  David E. Meltzer,et al.  Transforming the lecture-hall environment: The fully interactive physics lecture , 2002 .

[7]  Cindy D. Kam,et al.  Real-Time Polling Technology in a Public Opinion Course , 2006, PS: Political Science & Politics.

[8]  Larry Howard.  Adaptive learning technologies for bioengineering education. , 2003, IEEE engineering in medicine and biology magazine : the quarterly magazine of the Engineering in Medicine & Biology Society.

[9]  Robert J. Dufresne,et al.  Classtalk: A classroom communication system for active learning , 1996, J. Comput. High. Educ..

[10]  Jennifer Kadlowec,et al.  Enhancing Student Learning in Mechanics Through Rapid-Feedback , 2005 .

[11]  Sean Brophy,et al.  Effectiveness of Challenge‐Based Instruction in Biomechanics , 2006 .

[12]  Cynthia B Paschal,et al.  Formative assessment in physiology teaching using a wireless classroom communication system. , 2002, Advances in physiology education.

[13]  Sanjay Kumar,et al.  An innovative method to enhance interaction during lecture sessions. , 2003, Advances in physiology education.

[14]  Ian D. Beatty,et al.  Designing effective questions for classroom response system teaching , 2005, physics/0508114.

[15]  K. VanLehn,et al.  Why Do Only Some Events Cause Learning During Human Tutoring? , 2003 .

[16]  Lei Bao,et al.  Toward the effective use of voting machines in physics lectures , 2005 .

[17]  Margaret I. Brown,et al.  Using an electronic voting system in logic lectures: one practitioner's application , 2004, J. Comput. Assist. Learn..

[18]  Sean Brophy,et al.  A computer‐based free body diagram assistant , 2006, Comput. Appl. Eng. Educ..

[19]  R. Hake.  Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses , 1998 .

[20]  Thomas J. Bensky.  Computer-controlled in-class feedback system for interactive lectures , 2003 .

[21]  Monica F. Cox,et al.  Developing an Observation System to Capture Instructional Differences in Engineering Classrooms , 2003 .