Standards-Based Grading for Signals and Systems

Wierer, Jay

doi:10.18260/1-2--33282

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…SBG is increasingly being used in engineering courses, from foundational courses, such as fluid mechanics (Post, 2014), thermodynamics (Mendez, 2018), and signals and systems (Wierer, 2019) to engineering design (Atwood et al, 2014). Reasons to adopt SBG include the desire to focus students' attention on learning rather than grades (Mendez, 2018), improve the specificity of feedback to students (Wierer, 2019), and enable students to retest on particular learning objectives to show mastery (Post, 2014). Each of these reasons for SBG adoption requires that students actively view feedback and engage in self-assessment of their performance with regards to the learning objectives.…”

Section: Standards-based Gradingmentioning

confidence: 99%

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Diefes‐Dux

Castro

2022

J of Engineering Edu

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Background Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students' readiness to engage with feedback. Purpose/Hypothesis This study investigated whether reflection, as a routine pedagogical intervention grounded in self‐regulated learning theory, promotes the frequency with which students view feedback. Design/Method A quasi‐experimental design was employed to examine the relationship between the use of four different reflection types, as well as no reflection, and students' feedback viewing behaviors in a first‐year engineering course that used standards‐based grading. Clickstream data were gathered through the learning management system to count the number of times students viewed feedback. The number of feedback views was compared by reflection type using descriptive statistics and a generalized linear model; weekly feedback viewing patterns were examined using time‐descriptive graphs and the time‐series cluster analysis. Results Findings suggest reflection has the potential to increase the frequency of feedback views. Reflection not only had a positive and significant effect on the number of times students viewed feedback but also resulted in less variability between course sections and instructors when structured reflections made explicit references to feedback. Conclusions Students need feedback to learn effectively, but many do not view feedback without formal prompting. The authors recommend instructors consistently administer reflections that include explicit pointers to feedback throughout the semester.

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Section: Standards-based Gradingmentioning

confidence: 99%

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Diefes‐Dux

Castro

2022

J of Engineering Edu

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“…Less extreme grading approaches, such as competency-based, standards-based, or learning objectivebased grading, are based on similar tenets but allow more limited feedback and fewer attempts to demonstrate mastery (Carberry et al, 2019), making these strategies more manageable for most instructors. All of these grading strategies are being investigated in a number of engineering courses, including a first-year introduction to engineering (Diefes-Dux and Ebrahiminejad, 2018), thermodynamics (Post, 2017), and signals and systems (Wierer, 2019). These grading strategies have also been applied to exams (Hylton and Diefes-Dux, 2016) and project-based design (Atwood et al, 2014).…”

Section: Assessmentmentioning

confidence: 99%

Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering

Diefes‐Dux¹

2021

Transactions of the ASABE

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HighlightsDiscipline-based education research can provide unique insights for agricultural and biological engineering.Authentic learning has the potential to transform teaching practices and student learning.Work in the five areas of engineering education research provides a foundation for discipline-specific inquiry.An agricultural and biological engineering education research agenda is advised. Keywords: Authentic learning, Discipline-based education research.

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“…[7] [8] [9] However, no specific papers have been found adopting this technique to the teaching of software engineering, though papers have been publishing showing it adopted to other electrical engineering courses, such as Signals and Systems. [10] Institutional and Course Profile…”

Section: Introductionmentioning

confidence: 99%

WIP: Lessons Learned from Applying Standards-based Grading to a Software Verification Course

Schilling

2020 ASEE Virtual Annual Conference Content Access Proceedings

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One of the newer approaches to grading and assessment is standards-based grading. Standards Based Grading, otherwise known as SBG, directly measures student's proficiency in a course based upon specific course learning outcomes. This approach offers an alternative to traditional, summative based grading systems. Thus far, there have been very few attempts to integrate standards-based grading into computing fields. This work in progress paper will discuss the process of how SBG is being integrated in a sophomore level software verification course. The paper will include a listing of the specific concepts assessed in the course as well as a discussion of the mechanisms used to provide feedback to students on their performance. The paper will also provide a discussion of the challenges of integrating SBG into a college course, and some of the reasons why a complete SBG approach has not yet been undertaken for the course.

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Standards-Based Grading for Signals and Systems

Abstract: He has served as an officer in the New Engineering Educators division of ASEE. He also serves as the ASEE Campus Representative for MSOE. He regularly teaches courses in signal processing, communications, controls, and electric circuits.

Cited by 4 publications

References 4 publications

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering

WIP: Lessons Learned from Applying Standards-based Grading to a Software Verification Course

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