Closing the homework feedback loop, an alternative approach to homework grading

Bluman, James E.; Mockensturm, Eric M.

doi:10.1109/fie.2010.5673373

Cited by 6 publications

(7 citation statements)

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“…Homework systems like the flexible homework system are becoming more prevalent in order to achieve a number of goals which align with five principles for education suggested by Chickering and Gamson [6]. Those principles are 1) providing prompt feedback, 2) encouraging contact between faculty and students, 3) developing cooperation among students, 4) encouraging active learning, and 5) communicating high expectations [6,7]. There are also benefits to allowing students to correct their own mistakes, which is a principle encouraged by Davis [7,8].…”

Section: Literature Surveymentioning

confidence: 99%

“…Those principles are 1) providing prompt feedback, 2) encouraging contact between faculty and students, 3) developing cooperation among students, 4) encouraging active learning, and 5) communicating high expectations [6,7]. There are also benefits to allowing students to correct their own mistakes, which is a principle encouraged by Davis [7,8]. In fact, an alternate grading method which allows students to leverage self-correction of their work after some initial feedback from the instructor was employed with some success in the area of student motivation and in peer collaboration in three mechanical engineering classes at the US Military Academy [7].…”

Section: Literature Surveymentioning

confidence: 99%

“…There are also benefits to allowing students to correct their own mistakes, which is a principle encouraged by Davis [7,8]. In fact, an alternate grading method which allows students to leverage self-correction of their work after some initial feedback from the instructor was employed with some success in the area of student motivation and in peer collaboration in three mechanical engineering classes at the US Military Academy [7].…”

Section: Literature Surveymentioning

confidence: 99%

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Implementation of phased-array homework: Assessment and focused understanding

Godshall¹

2012

AIP Conference Proceedings

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Students demonstrate different levels of understanding of material which often coincide with how diligent the students are with their daily preparation for class. Having students attempt homework problems prior to class enables them to be better prepared to ask specific questions about concepts and to perform on exams, as well as to develop as self learners. This paper will introduce "phased-array homework" that is a flexible system of assigning homework. In addition, this paper discusses resources for students that provide a scaffold for completing this type of homework. As the name of the homework system implies, phased-array homework (PAH) allows an instructor to shape and steer student understanding in much the same way that a phased-array antenna allows for the shaping and steering of a transmitted electromagnetic signal to yield its subsequent effective radiation pattern. Implementation method and results will be presented as well as student perspective on the system.

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Section: Literature Surveymentioning

confidence: 99%

Section: Literature Surveymentioning

confidence: 99%

Section: Literature Surveymentioning

confidence: 99%

See 1 more Smart Citation

Implementation of phased-array homework: Assessment and focused understanding

Godshall¹

2012

AIP Conference Proceedings

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“…The complexity of the problem set encourages students to engage the material multiple times as well as understand how that material fits into the context of the course. In a previous study, some of the authors explored a method to enforce completion of homework by requiring students to re-work homework problems until they were correct [22]. The grade was based on how many iterations were required for the student to get the correct result.…”

Section: Background and Motivationmentioning

confidence: 99%

“…Q2 assesses whether the method motivates students to complete the homework successfully the first time. It compares this homework grading method to the method described in the previous study [22]. In the previous study, students were required to rework problems until they got them correct, using both a point penalty and a time penalty as motivators.…”

Section: Mc486mentioning

confidence: 99%

The Self-evaluation and Revision Method for Homework: A Homework Method for Metacognition Improves Post-secondary Engineering Students’ Attitudes Toward Homework

Linford

Bluman

Freisinger

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Traditional methods for grading and returning corrected homework to students do not require the student to determine how they erred, learn how to avoid repeat errors, or revise and improve their work. Educators know that multiple focused reviews of material are often required for learning analytically difficult material. Even when educators provide detailed feedback and corrections, many students look at the grade on a homework assignment without review and put it away until exam study time. The result is a missed opportunity for the student to more fully understand details they have yet to master, and the time the instructor spent making corrections is wasted.In the self-evaluation and revision method for student homework students complete their homework and submit an electronic copy. A solution is then given to students who mark and correct their work, give their original work a grade, and submit the self-evaluated and reviewed work. This system applies a direct principle for good undergraduate engineering practice: it provides prompt feedback and it also applies three indirect principles by developing cooperation among students, encouraging active learning, and communicating high expectations.The purpose of this study is to investigate the effect of the self-evaluation and revision homework system on student learning and attitude for three mechanical engineering courses at the United States Military Academy (USMA) at West Point, NY. A fourth-year course on vibration engineering across five semesters that has implemented the system over several years (n=49, 34, 37, 43, 16 students), a fourth-year course on control systems across a single year (n=34) and a third-year course on rigid body dynamics across one semester (n=38) are included in the study. The students in the courses were surveyed multiple times during the semester to determine if there had been any changes in their attitude toward the method within a semester and between courses.

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Effect analysis of the teaching method of mutual result correction between students in an experiment of power electronics course

Zhao

2021

IET Circuits, Devices & Syst

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In order to deepen students' understanding of experimental content and improve the accuracy of experimental results based on improving students' learning initiative, in this study, a teaching method is proposed that lets students check and correct experimental results among themselves after doing experiments. Teachers guide students in experiments but do not check and correct experimental results. At the end of the experiments, students check each other and correct the results of the experiments from the perspective of the teachers. When the experimental results are correct, the experiment ends. If problems are found, the correct experimental results can be obtained by modifying or redoing the experiment. In this study, the sinusoidal pulse width modulation inverter circuit experiment in power electronics course is taken as an example for practical teaching research. There are two classes in this study: one that applies the method and the other that does not. According to the statistics and analysis of the correct rate of experimental results and the answers to thinking questions, students who checked or corrected each other deepened their understanding of the experimental content when both groups did the experiments correctly. When the experimental results of the two groups are different, students can learn from each other, discuss with each other, redo the experiment, and correct wrong results so as to improve the accuracy of the experimental results and the correct answer rate of thinking questions. Through the questionnaire survey, the method proposed in this study enables students to correct the experimental results from the perspective of teachers, thus improving students' awareness of mutual learning and active learning. It can improve the experimental effect. K E Y W O R D S educational courses, power electronics, power engineering educationThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Closing the homework feedback loop, an alternative approach to homework grading

Cited by 6 publications

References 6 publications

Implementation of phased-array homework: Assessment and focused understanding

Implementation of phased-array homework: Assessment and focused understanding

The Self-evaluation and Revision Method for Homework: A Homework Method for Metacognition Improves Post-secondary Engineering Students’ Attitudes Toward Homework

Effect analysis of the teaching method of mutual result correction between students in an experiment of power electronics course

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