Web-based readiness assessment quizzes
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| Audience/Grade: | College Freshman-College Junior |
| Discipline(s): |
Bioengineering and Biomedical Engineering Engineering Education Research General Engineering, Engineering Science |
| Special Topic(s): |
Teaching and Learning Research Center |
| Learning Resource Type: |
Reference - Educational Research Paper |
| Author(s): |
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| Description: | Abstract: Student readiness to fully participate in designed educational activities is often impeded by a lack of individual preparation through assigned readings or study. However, student preparation is rarely treated as an integral part of course design. Consequently, webbased readiness assessment quizzes were developed for three courses in biological/biosystems engineering, at the freshman and junior levels. The overall goal was to improve student preparatory reading by assessing lower-level knowledge just prior to the class period when that knowledge is needed for higher-level learning activities. In this way, a web-based educational tool was utilized as an integral, rather than just supplemental, part of the course design. The quizzes were designed to simultaneously ensure/assess student preparation and guide the students toward the highest priority topics within a given unit. The quizzes were graded automatically with the results reported electronically to the instructor. Student likelihood to read assigned materials was significantly improved (P0.0001), based on ratings from students in three different courses over four years of using these quizzes. <citation>Bradley P. Marks; Web-based readiness assessment quizzes; Journal of Engineering Education; 91; 1; 97-102; 2002</citation> |
| Rating: |
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| Related Resources | |
| Is Component of: |
Journal of Engineering Education |
| Usage Tip | |
| Related ABET Criteria: |
Higher Order Thinking Skills Utility of the Assessment |
| Intervention(s): |
Other |
| Use of Resource: |
Outcomes Evaluation <Higher Order Thinking Skills>In addition to effectively improving students' preparatory reading, it was observed that the OLRAQ process resulted in a distinct improvement in student readiness for higher-order cognitive activities in class, as compared to previous offerings of these courses. Although no quantitative data were collected in this regard, there was a significant reduction in the proportion of class time spent on lecturing, and thereby an increase in class time spent on problem solving, team analysis activities, and laboratory experriences that required prior knowledge and comprehension of the subject matter.</Higher Order Thinking Skills> <Utility of the Assessment>USEFUL Overall the [online readiness assessment quizzes] OLRAQs were effective in improving student preparatory reading behavior.</Utility of the Assessment> |
| Difficulty: |
Medium |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | January 2002 |
| Platform/Format: |
Cross Platform |
| Cost: |
Not free |
| Download URL: | http://www.asee.org/publications/jee/PAPERS/display.cfm?pdf=701.p |
| Metadata: |
IEEE LOM Record |
| Collection: |
Pr2ove-It
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