Abstract
Understanding what students truly learn is contingent on choosing an assessment method that affords students with the opportunity to fully express what they know. Allowing students to represent their ideas using questions open to multiple representational responses provides them with a choice. This choice can be used to highlight the students' own personal learning styles, so that the instructor gains a better understanding of what the student has learned. This study found that questions written to openly accept multiple representations lead to a higher student use of alternatives to written description, which is commonly the default form of assessment chosen by most engineering instructors.
Original language | English (US) |
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Title of host publication | 119th ASEE Annual Conference and Exposition |
Publisher | American Society for Engineering Education |
ISBN (Print) | 9780878232413 |
State | Published - 2012 |
Event | 119th ASEE Annual Conference and Exposition - San Antonio, TX, United States Duration: Jun 10 2012 → Jun 13 2012 |
Other
Other | 119th ASEE Annual Conference and Exposition |
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Country/Territory | United States |
City | San Antonio, TX |
Period | 6/10/12 → 6/13/12 |
ASJC Scopus subject areas
- General Engineering