Abstract Details
Activity Number:
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518
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Type:
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Contributed
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Date/Time:
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Wednesday, August 6, 2014 : 10:30 AM to 12:20 PM
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Sponsor:
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Section on Statistical Education
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Abstract #311259
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Title:
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Student Assessment in Engineering Classes
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Author(s):
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Julia Norton*+ and Farnaz Ganjeizadeh
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Companies:
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California State University, East Bay and California State University, East Bay
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Keywords:
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Educational assessment ;
Learning ;
Teaching ;
Engineering
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Abstract:
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Educators are faced with constructing and evaluating student learning in engineering courses by asking students how confident they are in the domain knowledge that they have obtained. For self-assessment of individual exam questions, students assign values to each question indicating their degree of correctness. This study is based on the responses from engineering students at three levels: Introductory, undergraduate junior or senior level, and a graduate level course. All three courses were taught as lectures which included analytic problem solving and case studies; hand-on Labs and an application paper solving engineering problems using qualitative and quantitative methods presented as a team. Students were asked to respond on a scale of 1 to 10 (1 not correct and 10 certain correct) to selected problems in the exams. The students' self- assessment scores were compared against their actual performance graded by the instructor. Additionally, a comparative analysis was conducted to measure the predictive correlation among the student self-assessment and actual grading based on the above three categories.
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Authors who are presenting talks have a * after their name.
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