Subramanian, R. (2023, March), Assessment methods and students’ expectations: A Survey   Paper presented at ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania. 10.18260/1-2--45067

\bibitem{asee_peer_45067}
  Subramanian, R. (2023, March), \emph{Assessment methods and students’ expectations: A Survey }
  Paper presented at ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania.
  10.18260/1-2--45067

Rajarajan Subramanian.  "Assessment methods and students’ expectations: A Survey ".  ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/45067 Internet.  11 May, 2024

\bibitem{asee_peer_45067}
  Rajarajan Subramanian.
  "Assessment methods and students’ expectations: A Survey ".
  \emph{ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/45067 Internet.  11 May, 2024

@INPROCEEDINGS{asee_peer_45067
author = "Rajarajan Subramanian"
title = "Assessment methods and students’ expectations: A Survey "
booktitle = "ASEE Zone 1 Conference - Spring 2023"
year = "2023"
month = "March"
address = "State College,, Pennsylvania"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45067}
number = {10.18260/1-2--45067}
}

TY  - CPAPER
AB  - Assessment methods and students’ expectations: A Survey 
Abstract

Assessments of students’ learning capacity can be done in various ways. Different types of assessments that are available for the instructors serve different purposes. Most instructors use traditional assessments to measure learning. Traditional assessments include examinations, quizzes, essays, and writing reports. Some of these assessments use fewer resources and money to accomplish the gauging of students’ capacity to learn. But the instructor’s feedback on students’ performance and learning progress is not good. Instructors’ feedback on examinations is a very important aspect of learning and therefore the traditional assessments lack constructive criticism of the students from the instructors. 
Engineering courses need certain types of assessments that ascertain the students’ capability of creative thinking, analytic knowledge, and out-of-the-box ideas. The students are given a questionnaire to give their opinion of what kind of assessment mode they like. Based on the questionnaire responses, it can be concluded that the students do not like to have traditional examinations. Most students hate the examinations because they feel stressed out. Most students like to have classwork assignments and homework assignments rather than examinations.
This paper elicits the pros and cons of using class works and home-works for the assessment of student learning. A questionnaire survey was conducted for each of the courses taught in two different semesters. The questionnaire was given to students at the beginning of the course, in the first meeting of the class for each course. The results were analyzed, and the outcome of the survey is to have a minimum number of examinations rather than class work or home-works.

AU  - Rajarajan Subramanian
CY  - State College,, Pennsylvania
DA  - 2023/03/30
PB  - ASEE Conferences
TI  - Assessment methods and students’ expectations: A Survey 
UR  - https://peer.asee.org/45067
DO  - 10.18260/1-2--45067
ER  -