Cases of Student Reflection within a Course Using Standards-Based Grading

Diefes‐Dux, Heidi A.; Cardberry, Adam R.

doi:10.1109/fie43999.2019.9028501

Cited by 7 publications

(8 citation statements)

References 27 publications

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“…The structured reflections were designed to prompt students' plans and actions by aligning with Zimmerman's (2002) three SRL phases and making specific references to the course learning objectives. Typically, a reflection consisted of four recurring open‐ended prompts (Table 3) plus a series of closed‐ended prompts that asked students to rate their abilities with specific learning objectives that had recently been practiced (see Diefes‐Dux and Carberry (2019a, 2019b) for an analysis of students' open‐ended responses). For instance, students were asked in Week 4 to rate their ability with learning objective 04.01 Create a script that adheres to programming standards .…”

Section: Methodsmentioning

confidence: 99%

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Diefes‐Dux

Castro

2022

J of Engineering Edu

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Background Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students' readiness to engage with feedback. Purpose/Hypothesis This study investigated whether reflection, as a routine pedagogical intervention grounded in self‐regulated learning theory, promotes the frequency with which students view feedback. Design/Method A quasi‐experimental design was employed to examine the relationship between the use of four different reflection types, as well as no reflection, and students' feedback viewing behaviors in a first‐year engineering course that used standards‐based grading. Clickstream data were gathered through the learning management system to count the number of times students viewed feedback. The number of feedback views was compared by reflection type using descriptive statistics and a generalized linear model; weekly feedback viewing patterns were examined using time‐descriptive graphs and the time‐series cluster analysis. Results Findings suggest reflection has the potential to increase the frequency of feedback views. Reflection not only had a positive and significant effect on the number of times students viewed feedback but also resulted in less variability between course sections and instructors when structured reflections made explicit references to feedback. Conclusions Students need feedback to learn effectively, but many do not view feedback without formal prompting. The authors recommend instructors consistently administer reflections that include explicit pointers to feedback throughout the semester.

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Section: Methodsmentioning

confidence: 99%

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Diefes‐Dux

Castro

2022

J of Engineering Edu

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“…This means that students need early and continuous opportunities to engage in reflection. A first-year reflection experience might have students start by reflecting weekly on their learning processes in relation to their achievement with well-articulated course learning objectives (Diefes-Dux and Carberry, 2019), teasing out what is and is not working about actions taken and making plans for improvement. The focus of reflection at higher academic levels may shift to evaluating one's employment of technical concepts and process skills during problem-solving or design, or one's interpersonal skills in working on teams or with stakeholders.…”

Section: Learning Mechanismsmentioning

confidence: 99%

Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering

Diefes‐Dux¹

2021

Transactions of the ASABE

Self Cite

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HighlightsDiscipline-based education research can provide unique insights for agricultural and biological engineering.Authentic learning has the potential to transform teaching practices and student learning.Work in the five areas of engineering education research provides a foundation for discipline-specific inquiry.An agricultural and biological engineering education research agenda is advised. Keywords: Authentic learning, Discipline-based education research.

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“…Diefes-Dux and colleagues [11], [12] highlighted pairing standards-based grading (SGB) and reflection. Standards-based grading is a criterion-referenced grading strategy that explicitly employs the course learning objectives to assesses students' work proficiency learning objectives or course criteria [11].…”

Section: Improving Metacognitionmentioning

confidence: 99%

“…The intention in 2018 was to expose students to multiple alternative learning strategies through the reflection. The 2018 open-ended prompts (Q(Y-2), Q(Y-1)) focused students' attention on what was going well and what was difficult, in an attempt to elicit more student thinking about their learning [12].…”

Section: B Reflectionsmentioning

confidence: 99%

“…The extended prompting would encourage students to question the strategies they used in the past and whether or not they were effective, as well as consider why new strategies may be more effective in mastering material than those they previously used. Another explanation could be that students are not taught how to reflect and why critical reflection is important due to the stigma that reflective skills are less important/useful than technical skills [12]. Teaching students what critical reflection is and the strategies they can use to reach deep levels could lead to greater numbers of reflective responses demonstrating high-level metacognitive strategies.…”

Section: Overallmentioning

confidence: 99%

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Impact of Differently Worded Reflection Prompts on Engineering Students’ Metacognitive Strategies

Diefes-Dux,

Stratman

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Lincoln. She is majoring in biological systems engineering, with an emphasis in biomedical engineering. Her research focus is in the influence of reflection on students' metacognitive strategies. This summer she will be participating in an REU program at Utah State University and working on a project that measures students' spatial abilities. Heidi A. Diefes-Dux (Professor) Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska -Lincoln (UNL). She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University and now leads the Discipline-Based Education Research Initiative in the College of Engineering at UNL. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection.

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Cases of Student Reflection within a Course Using Standards-Based Grading

Cited by 7 publications

References 27 publications

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering

Impact of Differently Worded Reflection Prompts on Engineering Students’ Metacognitive Strategies

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