Computerized Exam Reviews: In-person and Individualized Feedback to Students after a Computerized Exam
- Conference
- Location
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Virtual On line
- Publication Date
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June 22, 2020
- Start Date
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June 22, 2020
- End Date
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June 26, 2021
- Conference Session
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Computers in Education Division Technical Session 2: Teaching and Learning
- Tagged Division
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Computers in Education
- Page Count
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13
- DOI
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10.18260/1-2--34321
- Permanent URL
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https://strategy.asee.org/34321
- Download Count
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427
Paper Authors
Wayne L. Chang University of Illinois at Urbana - Champaign
Wayne Chang is a Lecturer in the Mechanical Science and Engineering Department at the University of Illinois at Urbana-Champaign. He received his BS, MS, and Ph.D. in Mechanical and Aerospace Engineering from the University of California, Irvine. He also serves as the course coordinator for introductory engineering mechanics courses in the Grainger College of Engineering.
Matthew West
University of Illinois at Urbana - Champaign
orcid.org/0000-0002-7605-0050
Matthew West is an Associate Professor in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign. Prior to joining Illinois he was on the faculties of the Department of Aeronautics and Astronautics at Stanford University and the Department of Mathematics at the University of California, Davis. Prof. West holds a Ph.D. in Control and Dynamical Systems from the California Institute of Technology and a B.Sc. in Pure and Applied Mathematics from the University of Western Australia. His research is in the field of scientific computing and numerical analysis, where he works on computational algorithms for simulating complex stochastic systems such as atmospheric aerosols and feedback control. Prof. West is the recipient of the NSF CAREER award and is a University of Illinois Distinguished Teacher-Scholar and College of Engineering Education Innovation Fellow.
Craig Zilles University of Illinois at Urbana - Champaign
Craig Zilles is an Associate Professor in the Computer Science department at the University of Illinois at Urbana-Champaign. His research focuses on computer science education and computer architecture. His research has been recognized by two best paper awards from ASPLOS (2010 and 2013) and by selection for inclusion in the IEEE Micro Top Picks from the 2007 Computer Architecture Conferences. He received the IEEE Education Society's Mac Van Valkenburg Early Career Teaching Award (2010), campus-wide Excellence in Undergraduate Teaching (2018) and Illinois Student Senate Teaching Excellence (2013) awards, the NSF CAREER award, and the Univerisity of Illinois College of Engineering's Rose Award and Everitt Award for Teaching Excellence. He also developed the first algorithm that allowed rendering arbitrary three-dimensional polygonal shapes for haptic interfaces (force-feedback human-computer interfaces). He holds 6 patents.
David Mussulman University of Illinois at Urbana - Champaign
Dave is an Instructional Technology Facilitator with the University of Illinois at Urbana-Champaign's Engineering IT Shared Services. He helps instructors select and integrate technologies into their courses to enhance student learning and improve course administration.
Carleen Sacris University of Illinois at Urbana-Champaign
Carleen Sacris manages the day-to-day operations for the Computer-Based Testing Facility (CBTF) including the hiring and training of all full-time, graduate, and undergraduate proctors. She sets lab policies, engages with faculty regarding academic integrity concerns, and assists students on scheduling and disability accommodations. Before joining the Grainger College of Engineering, she was a Special Education Area faculty member at the University of the Philippines. She moved to the US in 2006 and received her master's in Teaching English as a Second Language at the University of Illinois at Urbana-Champaign. She thoroughly enjoys working with students and educators in all the different contexts she has found herself in throughout the years.
Abstract
Computerized testing centers are a promising new technology for running exams in large (200+ students) courses, which eliminate many logistical problems of pencil-and-paper exams such as scheduling conflict exams, grading efficiently and consistently, and providing timely feedback to students. Computerized testing also dramatically shortens the feedback cycle between student learning and feedback from assessment, and enables the use of frequent testing and second-chance testing in large courses, which has been shown to lead to significant improvements in learning outcomes.
However, an important student dissatisfaction with computerized testing is that numerical-answer questions are typically graded solely on the correctness of the final answer. The two major concerns reported by students are: (1) limited access to the assessment and corresponding learning opportunities post-assessment, and (2) the lack of partial credit given for correct solution procedures with incorrect final answers.
To address these concerns from students, a large public Midwestern university has developed a new exam-review service to provide in-person feedback to students after the completion of computerized exams, with the option of human-assigned partial credit for a correct solution procedure. These review sessions are hosted in the computerized testing facility to ensure the integrity of exam problems for future use. In these review sessions, students are able to go through their scratch work collected at the end of the exam, and any program code they wrote to solve problems, under the guidance of a course staff member. The format of the session is student guided in nature, where course staff are present to assist with the identification of conceptual errors.
In this paper, we present the design of the review system in a large-scale computerized testing facility, including the scheduling logistics, software support, course staff training, and guidance to students. Detailed data from student usage is reported, including survey data of student affect and learning outcome changes after review sessions. We focus on the extent to which review sessions enable practice in a guided environment, personalized leaning experiences in large courses, and increased exposure to learning opportunities.
Chang, W. L., & West, M., & Zilles, C., & Mussulman, D., & Sacris, C. (2020, June), Computerized Exam Reviews: In-person and Individualized Feedback to Students after a Computerized Exam Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34321
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