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Academic literature on the topic 'Written assignments'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Written assignments"

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Rehman, Rehana, and Rabiya Rehan. "HAND WRITTEN ASSIGNMENTS." Professional Medical Journal 23, no. 11 (November 10, 2016): 1296–97. http://dx.doi.org/10.29309/tpmj/2016.23.11.1750.

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Medical educationists tend to explore short comings of teaching methodologieswith the aim to modify and bring improvement for learning of the students. Structuredassignments were introduced on account of unsatisfactory performance of students in shortessay questions of respiratory, cardio- vascular module. The pass percentage of studentsenhanced from 35.5 to 69 percent as a result of this intervention.
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Mills, Caroline. "Acknowledging sources in written assignments." Journal of Geography in Higher Education 18, no. 2 (January 1994): 263–68. http://dx.doi.org/10.1080/03098269408709265.

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Hobson, Eric H. "Designing and Grading Written Assignments." New Directions for Teaching and Learning 1998, no. 74 (1998): 51–57. http://dx.doi.org/10.1002/tl.7405.

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Willingham, Daniel B. "Effective Feedback on Written Assignments." Teaching of Psychology 17, no. 1 (February 1990): 10–13. http://dx.doi.org/10.1207/s15328023top1701_2.

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Calver, Michael C., and James R. Tweedley. "A Technique for Expediting Comprehensive Written Feedback on Assignments." American Biology Teacher 78, no. 8 (October 1, 2016): 684–86. http://dx.doi.org/10.1525/abt.2016.78.8.684.

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Providing detailed feedback in large classes is challenging. We describe how we develop an archive of comments while marking – noting good points, what needs improvement, and how to correct shortcomings. Comments are recorded in a single document with codes. Relevant codes are marked on students' work where issues arise. Each student's annotated assignment is returned with a copy of the comments for the class. Thus, they receive specific feedback on their own work, plus all comments given to the class. Instructors save on marking time because comments are written once on the master list, and only codes and a personalized summary statement are written on the assignment. Markers may collaborate in preparing comments to assist in moderation; some generic comments (e.g., presentation and grammar) are portable across different assignments and years; and comments from past years may form a rubric for sharing with students before they start an assignment.
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Burke, Janet, and Charles Nikitopoulos. "Reviewing written assignments: A manageable approach." Performance + Instruction 25, no. 5 (June 1986): 22–35. http://dx.doi.org/10.1002/pfi.4150250509.

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Burke, Juel, and Charles Nikitopoulos. "Reviewing written assignments: A manageable approach." Performance + Instruction 25, no. 5 (June 1986): 23–25. http://dx.doi.org/10.1002/pfi.4150250510.

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Kuisma, Raija. "Criteria Referenced Marking of Written Assignments." Assessment & Evaluation in Higher Education 24, no. 1 (March 1999): 27–39. http://dx.doi.org/10.1080/0260293990240103.

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Cornock, Claire, and Alex Crombie. "Introduction of a video assignment: advantages and disadvantages from the students’ perspective." MSOR Connections 19, no. 1 (January 19, 2021): 41–45. http://dx.doi.org/10.21100/msor.v19i1.1128.

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We present a case study on the introduction of video assignments into Level 4 (year 1) and 6 (year 3) modules within a BSc Mathematics degree. The students were required to provide verbal explanations within a video about some written steps in their argument. We present the details of the assignments and assessment criteria. The introduction of the video assignments was evaluated through focus groups. We present a number of advantages and disadvantages from the students’ perspective when they compared the methods of providing answers through videos, presentations and written work. In particular, we present information on confidence levels, the ability to spot mistakes, skills development and the usefulness for job applications. We provide some practical suggestions for anyone thinking about introducing their own video assignment.
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Oermann, Marilyn H. "Short Written Assignments for Clinical Nursing Courses." Nurse Educator 31, no. 5 (September 2006): 228–31. http://dx.doi.org/10.1097/00006223-200609000-00011.

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Dissertations / Theses on the topic "Written assignments"

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Eriksson, Maria. "Feedback and Error Corrections : on Swedish Students' Written English Assignments." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-352.

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It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.

The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.

Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.

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Tang, Jinlan. "Investigating and improving university tutors’ written feedback on assignments in an English language online education program in China." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518743.

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Jones, Sylvia Valerie. "Arguing on-line and off : a study of students’ argumentation in the context of computer-mediated discussion and individually written assignments." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424621.

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Zhang, Jun. "Using computers to facilitate formative assessment of open-ended written assignments : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Computer Science at Massey University, Palmerston North, New Zealand." Massey University. Institute of Information Sciences and Technology, 2005. http://hdl.handle.net/10179/245.

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This thesis presents an e-learning solution to facilitate formative assessment of electronically submitted open-ended written assignments.It is widely accepted that formative assessment is highly beneficial to student leaning. A number of researchers are active in developing specialized approaches and software systems for assisting formative assessment of student work. However, no comprehensive e-learning solution exists for facilitating formative assessment of students' open-ended written work. The project presented in this thesis has developed a new approach for using computers to facilitate formative assessment of electronically submitted open-ended written assignments.Based on the literature review of the education theories around formative assessment and current computer software technologies, this project has developed three principles for e-learning support for formative assessment of open-ended written assignments:1. It needs to facilitate all the activities that are potentially required for formative assessment of student assignments (for example, the creation of assessment criteria, the submission of assignments, and the analysis of the assessment results), not only the marking activity to create feedback on assignments.2. It needs to provide an onscreen marking tool which enables human markers to mark open-ended written assignments in an intuitive and efficient way by replicating their paper-based assessment approaches.3. It needs to provide a generic solution for facilitating formative assessment of open-ended written assignments from all disciplines, not a limited solution restricted to some specific domains (for example, computers science or business courses).Based on these principles, a specification of an e-learning system for facilitating formative assessment of open-ended written assignment was developed and a system was implemented accordingly. This system, called the Written Assignment Assessment (WAA) system, has been already used in the assignment marking of several courses at Massey University.
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Du, Plessis Philip. "Strategiese linguistiese beleefdheid en institusionele beeld :'n ondersoek na die invloed van beleefdheidstrategieë op institusionele beeld deur gepaarde waarnemings." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3412.

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Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2007.
In this study, students’ reactions towards linguistic politeness and the lack thereof in letters distributed by Stellenbosch University (SU), is tested. The aim of the research is to determine the answers to mainly two questions: Does letters which lack linguistic politeness influence institutional image negatively? Is linguistic politeness considered a vital component in institutional letters? SU is currently engaged in establishing the institution’s proposed image in letters directed to students. For that reason, male and female students from the Faculty of Arts and the Faculty of Natural Sciences were chosen as respondents. The pioneers in the field of pragmatic politeness, Penelope Brown and Stephen C. Levinson, identified approximately 40 politeness strategies utilised in social interaction. According to Brown and Levinson, these strategies protect two intrinsic aspects of the human personality: positive face (roughly, the want to be respected by others) and negative face (roughly, the want not to be impeded by others). Consequently, two official letters from SU were tested to establish senior students’ interpretation of the letters’ contribution to face loss. One letter, incorporating no politeness strategies, and a manipulated version comprising appropriate strategies was employed. The research was accomplished by means of pared observations in which fifteen analogous politeness concepts were tested. Senior students responded to comparable questions that assessed the letters’ effect on their positive and negative face. Despite this, the respondents were never fully aware of the fact that their opinion of politeness was tested. The next step entailed the statistical processing of the answers that were ultimately featured on comparable histograms. The results prove that the writer (as a representative of SU) of the letter in which politeness strategies lack, shows no respect for the student (she/the letter generates positive face loss). However, this letter is mainly responsible for negative face loss which means the writer is excessively prescriptive. Interestingly enough, the student respondents were more sensitive towards linguistic politeness in the manipulated text than the lack thereof in the original version. Alternatively, the students are more appreciative towards the institutional letter which employs positive and negative politeness strategies. The results prove the high probability of linguistic politeness promoting institutional image and white, Afrikaans speaking students’ regard for linguistic politeness in institutional letters.
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Hawkins, Jill Suzanne. "SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310.

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Parsons, Cherie. "“I Feel Smarter When I Write”: The Academic Writing Experiences of Five College Women." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271723319.

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Zarlengo, Tanya P. "No One Wants to Read What You Write: A Contextualized Analysis of Service Course Assignments." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7993.

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This dissertation takes a systematic approach to answering the question of what services course assignment should accomplish in curricula by looking at the assignment from a contextual perspective that takes into consideration the programmatic factors in which the assignment circulates. The dissertation accomplishes this work by studying curricular artifacts, to include course syllabi and assignment descriptions, as well as textbooks. Additionally, interviews with program administrators and textbook authors are analyzed. The results of this analysis posit a programmatic network that visualizes connections between program, course, and staffing administrative factors with assignments as the nexus of the network. This dissertation illustrates the ways in which assignments function as a point of connection between other programmatic factors and the ways those connections can be leveraged to design more impactful assignment, increase effective program administration, and contribute to Technical and Professional Communication’s (TPC) disciplinary identity and values. The implications of this studies conclusions include discussions of contextualized genre, aligning course and assignment objectives, and impacts of curricular standardization. Disciplinary impacts include the value of empirical research in TPC, and the practical and ethical implication of addressing staffing issues through professional development. Future work to develop the programmatic network into a theory of the service course further serves the discipline. Ultimately, this dissertation proves that assignments are reflections and constructions of disciplinary values held by assignment designers, and, as such, further study of the service course is merited.
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Books on the topic "Written assignments"

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Ranald, Margaret Loftis. A Style manual for college students: A guide to written assignments and research papers. New York: Queens College Press, 1985.

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B, Weyers Jonathan D., ed. How to write essays & assignments. Harlow: Prentice Hall, 2009.

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Jonathan, Weyers, ed. How to write essays & assignments. 2nd ed. New York: Pearson Education, 2011.

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Lück, Marlies. How to write Mandinka: Assignments & answers. Banjul: W.E.C. International, 1991.

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Clarke, Dave. How to write assignments and projects. [Slough?]: Thames Valley University, 1992.

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Nelson, Jennie. "This was an easy assignment": Examining how students interpret academic writing tasks. Berkeley, CA: Center for the Study of Writing, 1990.

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Smith, Pauline. How to write an assignment: Improving your research and presentation skills. 2nd ed. Plymouth: How to Books, 1996.

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Smith, Pauline. How to write an assignment: Improving your research and presentation skills. Plymouth: How to Books, 1994.

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Make a real living as a freelance writer: How to win top writing assignments. White River Junction, Vt: Nomad Press, 2004.

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Foster, Steve. How to write better law essays: Tools and techniques for success in exams and assignments. 3rd ed. Harlow, Essex: Pearson Education Ltd., 2013.

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Book chapters on the topic "Written assignments"

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Fanthome, Christine. "Written and Oral Assignments." In Work Placements — A Survival Guide for Students, 114–28. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-08191-9_10.

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Bates, Catherine, and Abi Matthewman. "Written Assignments 1: What is Expected of You?" In Studying Arts and Humanities, 65–90. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_4.

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Bates, Catherine, and Abi Matthewman. "Written Assignments 2: How to Approach your Essay." In Studying Arts and Humanities, 91–134. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_5.

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Gay, Brenda, Carys Jones, and Jane Jones. "5. Writing Assignments on a PGCE (Secondary) Course: Two case studies." In Studies in Written Language and Literacy, 81. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/swll.8.10gay.

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Caon, Martin. "Essay Topics for a Written Assignment Assessment in Anatomy and Physiology." In Examination Questions and Answers in Basic Anatomy and Physiology, 585–600. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75599-1_21.

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Sen, Sangeeta, and Rituparna Chaki. "Handling Write Lock Assignment in Cloud Computing Environment." In Communications in Computer and Information Science, 221–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27245-5_27.

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Ragnhildstveit, Silje. "6. Gender Assignment and L1 Transfer in Norwegian Second Language Learners’ Written Performance." In Crosslinguistic Influence and Distinctive Patterns of Language Learning, edited by Anne Golden, Scott Jarvis, and Kari Tenfjord, 110–54. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098774-008.

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Caon, Martin. "Sixty-Four Essay Topics for a Written Assignment Assessment in Anatomy and Physiology." In Examination Questions and Answers in Basic Anatomy and Physiology, 715–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47314-3_21.

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Zalewski, J. "Chapter 19. Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 299–308. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-021.

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Chen, Yi-Ruei, and Wen-Guey Tzeng. "Hierarchical Key Assignment with Dynamic Read-Write Privilege Enforcement and Extended KI-Security." In Applied Cryptography and Network Security, 165–83. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61204-1_9.

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Conference papers on the topic "Written assignments"

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Yernaux, Gonzague, Wim Vanhoof, and Laurent Schumacher. "Moulinog: A Generator of Random Student Assignments Written in Prolog." In PPDP '20: 22nd International Symposium on Principles and Practice of Declarative Programming. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3414080.3414100.

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Harper, Felicity, Hannelore Green, and Maria Fernandez-Toro. "Evaluating the integration of Jing® screencasts in feedback on written assignments." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402092.

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Jun Zhang and E. Heinrich. "A system designed to support formative assessment of open-ended written assignments." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.29.

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Fougt, Simon Skov, Amanda Siebert-Evenstone, Brendan Eagan, Sara Tabatabai, and Morten Misfeldt. "Epistemic network analysis of students' longer written assignments as formative/summative evaluation." In LAK '18: International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170358.3170414.

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Boozarjomehri, Elham, and Gordon R. Lovegrove. "Freight Demand Forecast for a Proposed Railway in Canada With New Approach to Freight Rail Assignment." In 2010 Joint Rail Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/jrc2010-36270.

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This research examined the freight demand forecast for a new short railway linking the Okanagan Valley in southern British Columbia to American railways in the South (Orville), and to Canadian railways in the North (Kamloops). An Origin-Destination (O-D) table including local, domestic and international demands for the Okanagan freight rail was developed based on available surveys and observed truck freight data. In the absence of data to derive utility functions, the current mode share for each commodity in the base year as well as current elasticities between truck and rail was used to forecast the mode share in the future year. Rail assignment techniques are among the forgotten problems of freight demand forecasting due to their complexities, including: 1) written and unwritten practices of the rail industry, and 2) cost functions that are classically employed in truck or auto assignments. In this study, a comprehensive review was conducted on the rail freight demand assignment techniques. A new assignment procedure was introduced by combining the available mathematical choice models and new initiatives of the Canadian government toward rail industry. Finally, the predicted share of freight rail was assigned to the rail network using three methods, which provided three independent freight demand forecasts. The mid-range forecast was selected as the freight demand for the Okanagan Valley while two others (low/high) were used for sensitivity analysis.
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Palmer, John, Robert Williams, and Heinz Dreher. "Automated Essay Grading System Applied to a First Year University Subject - How Can We Do It Better?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2553.

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Automated marking of assignments consisting of written text would doubtless be of advantage to teachers and education administrators alike. When large numbers of assignments are submitted at once, teachers find themselves bogged down in their attempt to provide consistent evaluations and high quality feedback to students within as short a timeframe as is reasonable, usually a matter of days rather than weeks. Educational administrators are also concerned with quality and timely feedback, but in addition must manage the cost of doing this work. Clearly an automated system would be a highly desirable addition to the educational tool-kit, particularly if it can provide less costly and more effective outcome. In this paper we present a description and evaluation of four automated essay grading systems. We then report on our trial of one of these systems which was undertaken at Curtin University of Technology in the first half of 2001. The purpose of the trial was to assess whether automated essay grading was feasible, economically viable and as accurate as manually grading the essays. Within the Curtin Business School we have not previously used automated grading systems but the benefit could be enormous given the very large numbers of students in some first year subjects. As we evaluate the results of our trial, a research and development direction is indicated which we believe will result in improvement over existing systems.
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Uğur, Latif Onur, and Kadir Penbe. "A Social Media Supported Distance Education Application for the Building Cost Course Given in Civil Engineering Education During the COVID 19 Quarantine." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021tr0030n9.

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A distance education application in Düzce University within the Fall Semester, which started in September 2020, constitutes the main subject of this study. 118 students chose the Construction Cost course, which is one of the fourth year elective courses in Civil Engineering, this term. In addition to the lectures given within the Düzce University Distance Education Center (UZEM), different applications have been made / made through a social media (Whatsapp) group in which all students participated. With the help of additional videos, audio and written messages, an application was made based on increasing the communication opportunities with the participant students, teachers and other students, and developing a civil engineering culture. By increasing motivation with research assignments including construction industry practices and problems, monitoring documentary construction projects, interesting photographs and videos; The aim is to follow a lesson close to formal education for students who are encouraged to learn by experiencing the lesson, to make participatory practices, and to discuss their findings. In the meantime, the importance of first degree health protection was emphasized with information sharing and recommendations on the importance of compliance with COVID 19 measures. It was preferred that the course grades be made on the given homework to reinforce the importance of Self-Learning / Study practices. At the end of the term, it was determined that besides a high success rate, the satisfaction of all students was achieved, and it was concluded that the main objectives were achieved.
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Harding, Bruce A. "A Simple Mechanism to Teach a Complex Practitioner Knowledge Set." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80481.

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Mechanical engineering technology graduates must exhibit a number of skills as industrial practitioners. While certain skills are learned on the job, fundamental knowledge acquired in school coursework actually forms the basis for successful development of that necessary skills set. Within the skill set, one given great emphasis is that of communications. At Purdue University, the emphasis on communications skills crosses many courses but is divided among four veins: 1) written communications dealing with papers, reports, etc.; 2) oral communications dealing with effective presentations and interpersonal relationships; 3) computational communications, mathematical problem-solving, be it via hand, calculator or computer; and 4) graphics communications dealing with 3D modeling and the development and interpretation of specifications documented on engineering drawings. This paper describes a project where a simple mechanical device is used to teach complex topics, bridging multiple communications veins. In this case the project centers on the design and modification of an arbor press, but could be based on any number of devices. The simple arbor press forms the foundation for the development of a complex industry-driven knowledge set. Included are topics common to practitioners employed in design, manufacturing and quality - all of which are typical industrial assignments for MET graduates. The assignment is part of Production Design & Specifications (PD&S), a core course and the second in a two-course CAD-based freshman sequence. Where the first course teaches 3D modeling skills, PD&S concentrates on the cognitive aspects of problem-solving using modeling, calculations and extracted drawings. Students complete the project in three phases over an eight-week period. Each phase is driven by an Engineering Change Order (ECO), a common industrial practice. Contained in the ECOs are both detailed requirements and open-ended requirements. While fulfilling the ECOs, students must make decisions on interconnected requirements that ripple through design, manufacturing, and quality assurance. Requirements include: • Design based on ISO preferred numbers. • Selection of standard parts and stock materials. • Determination of cost/benefit ratios. • Manufacturing tolerances and tolerance stack-ups. • Fits calculations based on ASME B4.2 standards. • Calculation of mass properties. • Use of geometric dimensioning & tolerancing. • Documentation of product lifecycle changes. Together, these and other varied topics, when woven around the simplicity of an arbor press, give students real-world experiences without the process becoming daunting due to the sheer complexity of the mechanism.
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Soares, Gonçalo, and João Madeiras Pereira. "Lift: An Educational Interactive Stochastic Ray Tracing Framework with AI-Accelerated Denoiser." In WSCG'2021 - 29. International Conference in Central Europe on Computer Graphics, Visualization and Computer Vision'2021. Západočeská univerzita, 2021. http://dx.doi.org/10.24132/csrn.2021.3002.36.

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Real-time physically based rendering has long been looked at as the holy grail in Computer Graphics. With theintroduction of Nvidia RTX-enabled GPUs family, light transport simulations under real-time constraint startedto look like a reality. This paper presents Lift, an educational framework written in C++ that explores the RTXhardware pipeline by using the low-level Vulkan API and its Ray Tracing extension, recently made available byKhronos Group. Furthermore, to accomplish low variance rendered images, we integrated the AI-based denoiseravailable from the Nvidia ́s OptiX framework. Lift’s development arose primarily in the context of the graduate3D Programming course taught at Instituto Superior Técnico and Master Theses focused on Real-Time Ray Trac-ing and provides the foundations for laboratory assignments and projects development. The platform aims to makeeasier students to learn and to develop, by programming the shaders of the RT pipeline, their physically-based ren-dering approaches and to compare them with the built-in progressive unidirectional and bidirectional path tracers.The GUI allows a user to specify camera settings and navigation speed, to select the input scene as well as therendering method, to define the number of samples per pixel and the path length as well as to denoise the generatedimage either every frame or just the final frame. Statistics related with the timings, image resolution and totalnumber of accumulated samples are provided too. Such platform will teach that nowadays physically-accurateimages can be rendered in real-time under different lighting conditions and how well a denoiser can reconstructimages rendered with just one sample per pixel
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Fuehne, Joseph P. "Embedding Multiple Assessments in Classroom Activities." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13947.

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The Mechanical Engineering Technology program of Purdue University at Columbus/Southeast Indiana is a small program with only two full-time faculty and typically has 4-8 graduates per year. In preparing for its first ever ABET accreditation evaluation in the fall of 2005, the faculty conducted a survey of graduates from the last three years and received nine responses. Such a small response contributed to the concern that this method of assessment might not provide much useful data regarding assessment of program outcomes and objectives. As a result of this and limited resources, the faculty of the MET program in Columbus focused their efforts on direct assessment of program outcomes by using classroom assignments, lab reports and exam questions. An example of an embedded assessment utilized by the MET faculty is a laboratory report. The Mechanical Engineering Technology program consists of many classes that have laboratory activities. The rubric used for lab reports is a fifteen part rubric that varies from 1 to 4. Lab reports are assessed for spelling/grammar, participation, calculations, appearance, analysis, summary, conclusions and drawings/diagrams among other categories. Assessments can be made of technical content (program outcome (PO 1), verbal communications including both written content and graphical communications (PO 3), experimental understanding and teamwork. While these assessments are useful for gauging learning and are used in the MET program continuous quality improvement process, they also make grading considerably easier. A two-page form was also developed which summarized the assessment points for each program outcome. The first page of the form includes the mission statements of Purdue University, the MET program objectives, the MET program outcomes, the core learning objectives of the particular course in which the assessment is performed and the details of the assessment point. These details include the specific core learning objective, the applicable program outcome and the rubric for the assessment. The second page of the form includes the results of the assessment, those teaching techniques that the faculty member wants to retain and those that he wants to change.
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