Eliciting students' interpretations of engineering representations

Adam Carberry, Ann McKenna, Odesma Onika Dalrymple

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    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 languageEnglish (US)
    Title of host publication119th ASEE Annual Conference and Exposition
    PublisherAmerican Society for Engineering Education
    ISBN (Print)9780878232413
    StatePublished - 2012
    Event119th ASEE Annual Conference and Exposition - San Antonio, TX, United States
    Duration: Jun 10 2012Jun 13 2012

    Other

    Other119th ASEE Annual Conference and Exposition
    CountryUnited States
    CitySan Antonio, TX
    Period6/10/126/13/12

    Fingerprint

    Students

    ASJC Scopus subject areas

    • Engineering(all)

    Cite this

    Carberry, A., McKenna, A., & Dalrymple, O. O. (2012). Eliciting students' interpretations of engineering representations. In 119th ASEE Annual Conference and Exposition American Society for Engineering Education.

    Eliciting students' interpretations of engineering representations. / Carberry, Adam; McKenna, Ann; Dalrymple, Odesma Onika.

    119th ASEE Annual Conference and Exposition. American Society for Engineering Education, 2012.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Carberry, A, McKenna, A & Dalrymple, OO 2012, Eliciting students' interpretations of engineering representations. in 119th ASEE Annual Conference and Exposition. American Society for Engineering Education, 119th ASEE Annual Conference and Exposition, San Antonio, TX, United States, 6/10/12.
    Carberry A, McKenna A, Dalrymple OO. Eliciting students' interpretations of engineering representations. In 119th ASEE Annual Conference and Exposition. American Society for Engineering Education. 2012
    Carberry, Adam ; McKenna, Ann ; Dalrymple, Odesma Onika. / Eliciting students' interpretations of engineering representations. 119th ASEE Annual Conference and Exposition. American Society for Engineering Education, 2012.
    @inproceedings{e915c79b758640de8cff3741ed2c7f19,
    title = "Eliciting students' interpretations of engineering representations",
    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.",
    author = "Adam Carberry and Ann McKenna and Dalrymple, {Odesma Onika}",
    year = "2012",
    language = "English (US)",
    isbn = "9780878232413",
    booktitle = "119th ASEE Annual Conference and Exposition",
    publisher = "American Society for Engineering Education",

    }

    TY - GEN

    T1 - Eliciting students' interpretations of engineering representations

    AU - Carberry, Adam

    AU - McKenna, Ann

    AU - Dalrymple, Odesma Onika

    PY - 2012

    Y1 - 2012

    N2 - 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.

    AB - 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.

    UR - http://www.scopus.com/inward/record.url?scp=85029127366&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=85029127366&partnerID=8YFLogxK

    M3 - Conference contribution

    AN - SCOPUS:85029127366

    SN - 9780878232413

    BT - 119th ASEE Annual Conference and Exposition

    PB - American Society for Engineering Education

    ER -