Introducing and Evaluating Exam Wrappers in CS2

Craig, Michelle; Horton, Diane; Zingaro, Daniel; Heap, Danny

doi:10.1145/2839509.2844561

Cited by 29 publications

(34 citation statements)

References 8 publications

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“…10 However, both studies show qualitative evidence of students benefitting in terms of improved performance from utilizing the wrappers to reflect on their study strategies.…”

Section: Discussionmentioning

confidence: 97%

“…Previous studies on wrappers involved several groups for comparison; students were grouped based on how many courses they took that involved wrappers in Lovett's paper and three randomized groups were given three different wrappers in Craig's paper 9,10 . Also, the wrappers will be refined to optimize the benefits to student learning and performance.…”

Section: Following Our Second Research Question On What Insights Intomentioning

confidence: 99%

“…promote more effective self-regulated learning in students by asking students to reflect on their learning strategies, compare their learning strategies to the learning outcome results, and finally to adjust their learning strategies appropriately. 9,10 By reviewing their graded homework and exams, students are prompted to consider how they might change the way prepare and study for assignments and exams in the future.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Improving Students’ Learning in Statics Skills: Using Homework and Exam Wrappers to Strengthen Self-regulated Learning

Chew

Sheppard

Chen

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Statics is one of the fundamental courses required for engineering students, particularly for students in the mechanical, civil and aerospace fields. This course introduces students to modeling and solving real-world systems, including drawing Free Body Diagrams (FBD) and setting up equilibrium equations. These two skills are critical for bridging introductory courses to more advanced courses, such as Dynamics, Mechanics of Materials and others. The process of teaching these foundational skills typically involves giving students opportunities to hone their problem solving skills through homework assignments and exams. In this paper, the authors introduce reflection as a tool to gauge understanding, confidence and performance. This too is used to intervene in homework assignments and exams in order to enhance and improve students' meta-cognitive awareness and self-regulated learning.Homework and exam wrappers are reflection activities that prompt students to review their graded assignments and exams, and encourage students to reconsider their study habits and preparations. In this course, four short self-assessments were designed to help students identify their strengths and weaknesses by reflecting on their performances, the mistakes they made, their confidence in certain concepts, and views on best strategies for completing homework assignments and preparing for take-home exams in the future. Two of these wrappers were implemented after the graded homework assignments were returned to the students, and the other two were part of the exam reflection. At the end of the course, the students completed an anonymous survey about the reflective activities.Analyses focused on several different aspects of the homework and exam wrappers: number of mistakes made, levels of confidence, study strategies and students' satisfaction on their performance. The findings suggest wrappers can have an important impact on students' learning in engineering statics. Quantitative findings highlight several bright spots demonstrating positive impact of wrappers while qualitative findings present a strong argument for the use of wrappers in teaching and learning. Wrappers are also proven to provide the teaching team with information about students' understanding of content and level of skills so that appropriate measures and actions can be taken to help students who are struggling in the course. Future work will include devising reliable quantitative measures for metacognitive skills, gathering more data to obtain a larger sample size, and redesigning of wrappers to optimize mutual benefits for both students and the teaching team.

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“…10 However, both studies show qualitative evidence of students benefitting in terms of improved performance from utilizing the wrappers to reflect on their study strategies.…”

Section: Discussionmentioning

confidence: 97%

Section: Following Our Second Research Question On What Insights Intomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improving Students’ Learning in Statics Skills: Using Homework and Exam Wrappers to Strengthen Self-regulated Learning

Chew

Sheppard

Chen

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…Exam-wrappers can be defined as structured reflection activities in which students engage in after their instructor marks and returns an exam [3]. Previous studies showed that using exam-wrappers, in particular, is an excellent method of assessing student performance, metacognitive skills, and study behaviors [4], [5]. Such studies have further shown that wrappers have a huge impact on students' learning outcomes.…”

Section: Motivation For the Papermentioning

confidence: 99%

Exam-Wrappers as a Tool to Enhance Students’ Metacognitive Skills in Machine Element Design Class

Bojairami

Driscoll

2019

PCEEA

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Acquiring metacognitive skills, i.e. selfassessment of study behaviors through exam-wrappers, would potentially have concrete positive effects on students learning. The purpose of this study was to assess the link between students’ performance and study behaviors, to analyze their metacognitive skills. Exam-wrappers consisted of 4 fundamental questions and were utilized in an undergraduate engineering class, Machine Element Design, at McGill University. Data were later collected and analyzed using statistical analyses. Results showed an overall increasing trend between the quality of reflection and students grades’ improvement, with the highest being a 47.5 increase in grade for a student who scored a 10/10 reflection. Analyzed cases led to the conclusion that students were able to use their metacognitive skills to self-assess, and accordingly adjust their study behaviors and goals, to thrive at a better performance.

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“…CPREE defines reflection as "exploring the meaning of experiences and the consequences of the meanings for future action" and emphasizes the importance of taking action as a result of ascribing meaning to experiences. 1 Surveys may be one of several tools that may create opportunities for reflection; others include "exam wrappers" and "homework wrappers" that encourage students to explore how they feel about an assignment or task as part of making meaning of it 2,3 (and stimulating the kind of reflection that can lead to action).…”

Section: Introductionmentioning

confidence: 99%

A Preliminary Exploration of the Role of Surveys In Student Reflection and Behavior

Levine¹,

Björklund²,

Gilmartin³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Introducing and Evaluating Exam Wrappers in CS2

Cited by 29 publications

References 8 publications

Improving Students’ Learning in Statics Skills: Using Homework and Exam Wrappers to Strengthen Self-regulated Learning

Improving Students’ Learning in Statics Skills: Using Homework and Exam Wrappers to Strengthen Self-regulated Learning

Exam-Wrappers as a Tool to Enhance Students’ Metacognitive Skills in Machine Element Design Class

A Preliminary Exploration of the Role of Surveys In Student Reflection and Behavior

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