Standards-Based Specifications Grading in a Hybrid Course

Standards-based grading is being used increasingly in engineering courses in place of a traditional points-based grading system. Benefits of standards-based grading include clearly matching course assessments to the learning objectives and putting more focus on learning instead of grades. In specifications grading, students are given detailed requirements with all assignments, which are graded pass/fail. The course grade is based on the number of assignments successfully completed. As more undergraduate courses are offered in online or hybrid formats, there is little documentation of the use of standards-based grading or specifications grading in these course delivery methods in engineering. This work describes the implementation of standards-based specifications grading (SBSG) in a hybrid (approximately 80% online) undergraduate thermodynamics course

The State of State Science Standards 2012

American science performance is lagging as the economy becomes increasingly high tech, but our current science standards are doing little to solve the problem. Reviewers evaluated science standards for every state for this report and their findings were deeply troubling: The majority of states earned Ds or Fs for their standards in this crucial subject, with only six jurisdictions receiving As. Explore all the state report cards and see how your state performed

Correlation of Student Participation in Practice Exams and Actual Exam Performance

Background: Practice exams are a type of formative feedback. These can be administered through learning management systems such as D2L and Canvas as low stakes assessment. This paper intends to show the relationship between students’ participation in online practice exams and their scores on the actual exams. Research Questions: Does participation in timed, online practice exams correlate with improved actual exam performance on similar questions? Does a correct answer in a timed, online practice exam correlate with obtaining the correct answer on the actual exam on a similar question? Does participation in timed, online practice exams correlate with improved overall course grades? Design/Method: The context of data collection includes mechanical engineering courses taught by the same instructor across thermodynamics, heat transfer, and dynamics. The practice exam questions and actual exam questions were designed from textbook homework questions, but with different surface characteristics. One question on the actual exam closely matched the single practice exam question provided. The students received an instant score from D2L or Canvas. This correlational study reviewed the factors of participation and score on practice exam, on the outcomes of score on actual exam and overall course grades. Results: Participation in practice exams correlates well with improved exam scores and improved overall course grades by about 1 letter grade for younger students. The score on the practice exam does not correlate with actual exam performance. Conclusions: Formative feedback is beneficial to younger students. There are many types of formative feedback. Engineering educators should adopt an appropriate form of formative feedback for younger students in exams

The Impact of Gravity and Molecular Diffusion on the Compositional Gradient in Gas Reservoirs

Imperial Users onl

Graduate Catalog, 1997-1998

https://scholar.valpo.edu/gradcatalogs/1025/thumbnail.jp

The Case for a Cooperative Studio Classroom: Teaching Petrology in a Different Way

NOTE: This file size is large, 16.52 mb. This article describes one educator's attempts to modify his Petrology course, changing the lab-lecture format to one that emphasizes studio and cooperative learning. The goals of the changes are to improve student learning by covering a smaller number of topics in greater depth, deemphasize knowledge-based learning and emphasize development of higher order thinking skills (comprehension, application, analysis, synthesis, evaluation), and help students develop good habits of the mind and fundamental skills useful for lifelong learning. The reformatted course requires that students take more responsibility for their learning. Educational levels: Graduate or professional

Faculty Senate Bill FSB-2013-11-18-01: University Curriculum Committee

Faculty Senate Bill FSB-2013-11-18-01: University Curriculum Committe