Ott, C., & Wingate, K. A., & Johnson, A. W. (2021, July), Student Achievement Goals with Alternative and Traditional Exam Formats  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37739

\bibitem{asee_peer_37739}
  Ott, C., \& Wingate, K. A., \& Johnson, A. W. (2021, July), \emph{Student Achievement Goals with Alternative and Traditional Exam Formats}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37739

Connor Ott, Kathryn Anne Wingate, and Aaron W. Johnson.  "Student Achievement Goals with Alternative and Traditional Exam Formats".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/37739 Internet.  19 May, 2024

\bibitem{asee_peer_37739}
  Connor Ott, Kathryn Anne Wingate, and Aaron W. Johnson.
  "Student Achievement Goals with Alternative and Traditional Exam Formats".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/37739 Internet.  19 May, 2024

@INPROCEEDINGS{asee_peer_37739
author = "Connor Ott, Kathryn Anne Wingate, and Aaron W. Johnson"
title = "Student Achievement Goals with Alternative and Traditional Exam Formats"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/37739}
number = {10.18260/1-2--37739}
}

TY  - CPAPER
AB  - In an engineering course, students’ motivation during an exam can be understood through the framework of their “achievement goals,” which can be divided into performance and mastery goal orientations. Performance goals are associated with seeking high performance and avoiding low performance. Mastery goals are associated with developing skills and increasing understanding. We hypothesize that in large courses, the structure of exams—as high-value assessments—has a large influence on students’ goal orientation. This study investigates the use of an alternative exam structure in a sophomore-level aerospace engineering course at the University of Colorado, Boulder. The instructors gave students six quizzes and an optional final exam, rather than the traditional three midterm and comprehensive final exam format historically used in the course and similar courses in the curriculum. The optional final exam allowed students to correct mistakes and misconceptions from up to three of the midterm quizzes. The researchers queried students with a survey regarding both assessment formats to determine differences in perceived goal structures surrounding them. From 112 responses, survey results indicate a noticeable difference in student attitude towards the traditional and alternative assessment formats. Students generally perceived the alternative format to be more mastery-oriented than the traditional format and perceive the traditional format as being more performance-oriented than the alternative format. In our discussion, we point out how these findings could help instructors design more focused assessments that target different achievement goal structures, without sacrificing the efficiency and rigor of administering traditional exams to large engineering classes. 
AU  - Connor Ott
AU  - Kathryn Anne Wingate
AU  - Aaron W. Johnson
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Student Achievement Goals with Alternative and Traditional Exam Formats
UR  - https://strategy.asee.org/37739
DO  - 10.18260/1-2--37739
ER  -