Formative Assessment Using Multiple Choice Questions in Statics and Dynamics

2016 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Fluid Mechanics ◽  
Learning Outcomes ◽  
Student Performance ◽  
Core Curriculum ◽  
Assessment Process ◽  
Educational Goals ◽  
Multiple Choice Questions ◽  
Rochester Institute Of Technology ◽  
Engineering Sciences ◽  
Institute Of Technology

A two-loop learning outcomes assessment process was followed to evaluate the core curriculum in Mechanical Engineering at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum, provided systematic course learning outcomes and assessment data of examination performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports longitudinal data and important observations in the Statics-Dynamics sequence to determine efficacy and obstacles in student performance. An earlier paper showed that students’ mastery of Dynamics is affected largely by weak retention of fundamentals of Statics and mathematics. New observations recorded in this report suggest the need for better instructional strategies to teach certain focal areas in Statics. Subsequesntly offered Dynamics and Fluid Mechanics classes further need reinforcement of some of these fundamental topics in Statics. This report completes a 9 year long broader feedback loop designed to achieve the educational goals in the Statics-Dynamics sequence.

Analysis of a Feedback Assessment Loop in Engineering Sciences Core Curriculum

2013 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Core Curriculum ◽  
Assessment Process ◽  
Learning Outcomes Assessment ◽  
Rochester Institute Of Technology ◽  
Engineering Sciences ◽  
Engineering Department ◽  
Institute Of Technology ◽  
Behavioral Influences

A formal two-loop learning outcomes assessment process has been evaluated in the mechanical engineering department at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum (ESCC), provided systematic course learning outcomes and assessment data of student performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports detailed analyses with some important observations in the Statics-Dynamics sequence to determine obstacles in student performance. New data shows that students’ mastery of Dynamics is affected largely by incorrect interpretations and weak retention of fundamentals in Statics. Further evidence of students’ behavioral influences are discussed requiring a future focus in this area. This report completes the 5 year feedback loop designed to achieve the ESCC goals on the Statics-Dynamics sequence.

Foundations of Statics: An Assessment Study and Feedback Implementation

2016 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Test Performance ◽  
Core Curriculum ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Testing Procedures ◽  
Human Aspects ◽  
Rochester Institute Of Technology ◽  
Engineering Sciences ◽  
Statics And Dynamics ◽  
Institute Of Technology

This paper highlights some important obstacles in student test performance resulting from different forms of testing procedures in Statics and Dynamics. A group approach dictates the core pedagogy in these classes, which are components of Engineering Sciences Core Curriculum (ESCC) at Rochester Institute of Technology (RIT). Our observations indicate that the difficulties start before engineering sciences due to incomplete understanding of mathematics and physics. While the human aspects of this assessment may not be revealed on tests, results of long hours of counseling sessions of students with faculty and academic advisors have now been imbedded in designing of our program. But in spite of our streamlined processes of improved delivery and testing, many good students demonstrate superior test scores on essay type questions but poor understanding of concepts as revealed from the analysis of Multiple Choice (MC) responses. This lack of performance has been tracked to a narrow focus and a lack of retention of prior concepts in their active memory. The paper discusses these topics using a select set of multiple choice questions administered on Statics and Dynamics examinations and offers remedial actions including proposal of a new course.

Use of Multiple Choice Questions as an Assessment Tool in Dynamics

2011 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Fluid Mechanics ◽  
Student Performance ◽  
Core Curriculum ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Pedagogical Issues ◽  
Multiple Choice Questions ◽  
Deformable Media ◽  
Engineering Sciences ◽  
Mechanics Concepts

Dynamics is a pivotal class in a student’s life-long learning profile since it builds upon the logical extensions of Statics and Strength of Materials classes, and provides a framework on which Fluid Mechanics concepts may be developed for deformable media. This paper establishes the contextual reference of Dynamics in this framework. An earlier paper by the author discussed details of how the design of proper multiple choice questions is critical for assessment in Statics and Fluid Mechanics. This paper provides a progress report of such evaluations in Dynamics. In addition, this paper explores the pedagogical issues related to building a student’s learning profile. While comparing test results obtained in trailer sections of Dynamics with those obtained in sections taught by faculty teams, some structural differences were discovered. This reporting completes the feedback loop used by faculty in our Engineering Sciences Core Curriculum for improving student performance over time. The process may further be developed by using some similarities and differences in the performance data.

A Case Study on Course-Based Outcomes Assessment to Enhance Student Learning and Course Delivery in the Engineering Sciences Core Curriculum

2009 ◽  
Author(s):  
Edward Hensel ◽  
Amitabha Ghosh
Keyword(s):  
Longitudinal Study ◽  
Student Learning ◽  
Learning Outcomes ◽  
Core Curriculum ◽  
Outcomes Assessment ◽  
Course Delivery ◽  
Assessment Process ◽  
Engineering Science ◽  
Learning Outcomes Assessment ◽  
Engineering Sciences

A formal two-loop learning outcomes assessment process has been implemented in the mechanical engineering department at Rochester Institute of Technology. The outer loop establishes high-level outcomes and objectives for the program, while the inner loop provides assessment of achievement and feedback for improvement. Planning for the two-loop assessment process was initiated in academic year 2005–06 with the establishment of four faculty workgroups, with each group assigned responsibility for conducting outcomes assessment on a subset of the ME core curriculum. The engineering science core curriculum inner loop assessment process was initiated in AY2006–07 and continues today. Results of a three year longitudinal study of the engineering science course learning outcomes assessment and the details of the assessment and continuous improvement process are described herein. The three year study period encompassed 83 sections of five courses, with a cumulative student enrollment of 2,853 individuals. Sample data from the longitudinal study of the fluid mechanics course (reviewing 19 sections with a cumulative enrollment of 619 students) is presented, to illustrate improvement of student learning through refinement of the course delivery. A discussion of the assessment process, lessons learned, and conclusions are presented.

Impact of Principal Teacher Relationship in Achieving Educational Objectives at Secondary Level in Quetta District

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Misbah Fatima, Shabana Akhtar, Safia Begum
Keyword(s):  
Sample Size ◽  
Learning Outcomes ◽  
Student Performance ◽  
Secondary Level ◽  
Educational Goals ◽  
Positive Interaction ◽  
Healthy Relationships ◽  
Teacher Relationships ◽  
Character Building ◽  
The Impact

This paper examines the impact of schools with positive and healthy relationships between Principal and teachers and outlines the factors that facilitate and contribute to learning outcomes, character development and citizenship. Therefore, the objectives of the study was, to investigate the fact that the learning environment in a school is influenced by a positive interaction between the principal and the teachers, identify the relational components between teacher and teacher that promote and influence the teacher's performance and analyze the overall effects of creating and maintaining substantial teacher-teacher relationships on student performance and character building. The sample size was 209 sample size including 190 teachers and 19 principals. The results of this study confirmed the information found in the literature review and agreed with previous studies and studies that suggest that teacher support has a significant impact on their relationships and educational goals. Furthermore, the purpose of this study is to refine these factors and present the results as a means of improving the overall success of schools across the country. The recommendations provided are designed to help administrators who work in difficult-to-fill schools to improve their programs so that their number is lower in schools that are difficult to manage. The recommendations also seek to encourage leaders to take a closer look at their relationships and their style of leadership and support to improve their communication in schools. Specific recommendations are addressed to administrators, institutions and teachers. As well as researchers interested in getting more information in this area of research.  

Effect of Office Hour Participation on Student Performance

2014 ◽  
Author(s):  
Michael J. Schertzer ◽  
Risa Robinson ◽  
Timothy Landschoot ◽  
Amitabha Ghosh ◽  
Alexander Liberson ◽  
...  
Keyword(s):  
Student Performance ◽  
Positive Impact ◽  
Multiple Choice ◽  
Choice Test ◽  
Participation Rates ◽  
Multiple Choice Questions ◽  
Theoretical Understanding ◽  
Poor Grade ◽  
Institute Of Technology ◽  
To Receive

Office hours are available for students to receive extra help outside of class. Unfortunately, this resource is often underutilized by students despite efforts to schedule convenient and accessible office hour times. Previous survey results from students attending a variety of courses in Mechanical Engineering at the Rochester Institute of Technology (RIT) have shown a positive correlation between low office hour attendance and the following factors: (i) high understanding of course material, (ii) procrastination and lack of time to seek help before deadlines, and (iii) low time studying materials outside of class. Interestingly, the results of this survey did not support the hypothesis that students who attended more office hours performed better. A new homework grading policy was instituted in Thermodynamics and Fluid Mechanics I in the fall and spring semesters of the 2013 academic year at RIT. Under this policy, students were required to visit office hours to receive credit for completion of assigned weekly problems. Implementation of this policy has provided quantitative information regarding participation and timing of office hour visits. This investigation will examine the effects of attendance and timing of office hour participation on metrics of performance including final class grades and theoretical understanding as measured by performance on multiple choice test questions. Results presented here suggest that the office hour grading system resulted in high participation rates across a broad range of students. Higher office hour participation rates had a positive impact on student performance in long answer exam problems and low impact on performance in multiple choice questions. While performance was a stronger function office participation at the of end of term than in week five, early semester participation rates can be used as a tool to help identify students at risk of dropping a class or receiving a poor grade.

scholarly journals Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs)

2017 ◽  
Author(s):  
Robyn Maree Slattery
Keyword(s):  
Student Performance ◽  
Science Communication ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Subjective Assessment ◽  
Assessment Process ◽  
Poor Correlation ◽  
Multiple Choice Questions ◽  
Communication Assessment ◽  
Specific Assessment

Background: Extended matching questions (EMQs) were introduced as an objective assessment tool into third year immunology undergraduate units at Monash University, Australia. Aim: The performance of students examined objectively by multiple choice questions (MCQs) was compared to their performance assessed by EMQs; there was a high correlation coefficient between the two methods. EMQs were then introduced and the correlation of student performance between related units was measured as a function of percentage objective assessment.  The correlation of student performance between units increased proportionally with objective assessment.  Student performance in tasks assessed objectively and subjectively was then compared. The findings indicate marker bias contributes to the poor correlation between marks awarded objectively and subjectively. Conclusion: EMQs are a valid method to objectively assess students and their increased inclusion in the assessment process increases the consistency of student marks.  The subjective assessment of science communication skills introduces marker bias, indicating a need to identify, validate and implement, more objective methods for their assessment. Keywords: Extended matching question (EMQ); Objective assessment (OA); SA (SA);  Marker bias; Discipline-specific assessment; Science communication assessment 

E- Assessment with Multiple-Choice Questions: A 5 Year Study of Students’ Opinions and Experience

10.28945/4491 ◽  
2020 ◽  
Vol 19 ◽  
pp. 001-029
Author(s):  
Rosalina Babo ◽  
Lurdes V. Babo ◽  
Jarkko T Suhonen ◽  
Markku Tukiainen
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Multiple Choice ◽  
Assessment Method ◽  
The Other ◽  
Assessment Process ◽  
Difficulty Level ◽  
Computer Assisted ◽  
Multiple Choice Questions ◽  
Classical Computer

Aim/Purpose: The aim of this study is to understand student’s opinions and perceptions about e-assessment when the assessment process was changed from the traditional computer assisted method to a multiple-choice Moodle based method. Background: In order to implement continuous assessment to a large number of students, several shifts are necessary, which implies as many different tests as the number of shifts required. Consequently, it is difficult to ensure homogeneity through the different tests and a huge amount of grading time is needed. These problems related to the traditional assessment based on computer assisted tests, lead to a re-design of the assessment resulting in the use of multiple-choice Moodle tests. Methodology: A longitudinal, concurrent, mixed method study was implemented over a five-year period. A survey was developed and carried out by 815 undergraduate students who experienced the electronic multiple-choice questions (eMCQ) assessment in the courses of the IS department. Qualitative analyses included open-ended survey responses and interviews with repeating students in the first year. Contribution: This study provides a reflection tool on how to incorporate frequent moments of assessment in courses with a high number of students without overloading teachers with a huge workload. The research analysed the efficiency of assessing non-theoretical topics using eMCQ, while ensuring the homogeneity of assessment tests, which needs to be complemented with other assessment methods in order to assure that students develop and acquire the expected skills and competencies. Findings: The students involved in the study appreciate the online multiple-choice quiz assessment method and perceive it as fair but have a contradictory opinion regarding the preference of the assessment method, throughout the years. These changes in perception may be related to the improvement of the question bank and categorisation of questions according to difficulty level, which lead to the nullification of the ‘luck factor’. Other major findings are that although the online multiple-choice quizzes are used with success in the assessment of theoretical topics, the same is not in evidence regarding practical topics. Therefore, this assessment needs to be complemented with other methods in order to achieve the expected learning outcomes. Recommendations for Practitioners: In order to be able to evaluate the same expected learning outcomes in practical topics, particularly in technology and information systems subjects, the evaluator should complement the online multiple-choice quiz assessment with other approaches, such as a PBL method, homework assignments, and/or other tasks performed during the semester. Recommendation for Researchers: This study explores e-assessment with online multiple-choice quizzes in higher education. It provides a survey that can be applied in other institutions that are also using online multiple-choice quizzes to assess non-theorical topics. In order to better understand the students’ opinions on the development of skills and competencies with online multiple-choice quizzes and on the other hand with classical computer assisted assessment, it would be necessary to add questions concerning these aspects. It would then be interesting to compare the findings of this study with the results from other institutions. Impact on Society: The increasing number of students in higher education has led to a raised use of e-assessment activities, since it can provide a fast and efficient manner to assess a high number of students. Therefore, this research provides meaningful insight of the stakeholders’ perceptions of online multiple-choice quizzes about practical topics. Future Research: An interesting study, in the future, would be to obtain the opinions of a particular set of students on two tests, one of the tests using online multiple-choice quizzes and the other through a classical computer assisted assessment method. A natural extension of the present study is a comparative analysis regarding the grades obtained by students who performed one or another type of assessment (online multiple-choice quizzes vs. classical computer assisted assessment).

scholarly journals Prior Experience and New IT Students

10.28945/2861 ◽  
2005 ◽  
Author(s):  
Edward Holden ◽  
Elissa Weeden
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Prior Experience ◽  
College Courses ◽  
Rochester Institute Of Technology ◽  
Core Courses ◽  
It Department ◽  
Subject Areas ◽  
Institute Of Technology ◽  
Programming Courses

The Information Technology (IT) Department of the Golisano College of Computing and Information Sciences (GCCIS) at Rochester Institute of Technology (RIT) offers core courses in four threads. These threads cover various subject areas of Information Technology. Increasingly, students enter the IT program with prior programming experience from high school or college courses, work, or from other activities. Several studies, including the authors’ own have indicated that students, who have prior experience, often perform better in the first programming course. Our earlier study verified that using 2002 data and found that after the first course, the experience did not have a significant impact on student performance in subsequent programming courses. In this study, we reexamined the results of our first study with data from 2003 and looked at beginning courses in other core threads to see if the prior experience had a significant impact on those courses.

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