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

    ASJC Scopus subject areas

    • Engineering(all)

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