Homework As An Outcome Assessment: Relationships Between Homework And Test Performance

Abstract

holds B.S. and M.S. degrees in Mechanical Engineering from Clarkson University, an MBA from the New York Institute of Technology, and a Ph.D. degree in Civil and Environmental Engineering from U.C. Davis. She is currently an associate professor in the Department of Civil Engineering at the University of the Pacific. Dr. Saviz' research interests include measurement and modeling of hydrodynamics, water quality, and sediment transport in surface water systems. She has also served as co-principal investigator on several studies to develop and implement strategies to enhance the quality of engineering education. Jeff Burmeister, University of the Pacific Jeffrey S. Burmeister earned his B.S. in mechanical engineering from the University of Delaware in 1988 and his Ph.D. in biomedical engineering from Duke University in 1995. He has been a faculty member of the Department of Mechanical Engineering at the University of the Pacific since 2002 and presently is Assistant Professor and Director of the Bioengineering Program.

Graded Homework vs. Quizzes on Homework Material: Impacts on Student Performance in a Thermodynamics Course

“…There have been various studies over the years to determine the effectiveness of homework and quizzes on student performance in a class [5][6][7], with mixed results. This is likely to be expected as the variety of student disciplines, student levels, and student abilities may make it difficult to reach a definitive conclusion.…”

Standardizing the Statics Curriculum Across Multiple Instructors

“…On the other hand, grading paper homework and providing detailed feedback for sections that may contain 50 or more students is time-consuming and costly, and feedback is typically delayed. Some studies have shown homework grades do not correlate well with exam grades [5], [6], possibly because some students rely excessively on online solutions and peers when completing homework problems [7].…”

Replacing Cheating with Metacognition – Reevaluating the Pedagogical Role of Homework in Foundational Engineering Courses

“…Wankat [2] also highlights the importance of having homework count towards a student's overall grade, but cautions against weighting it too heavily, or students may become tempted to copy solutions instead of working them out for themselves. However, other research [6]- [9] has failed to find similar results, and the question of whether graded homework improves student learning is still under debate (although it is widely acknowledged that students should perform some kind of practice or preparation outside of class, regardless of whether it is graded).…”