Summarizing the Use of Knowledge Surveys to Inform Effective Learning and Teaching Practices
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Authors
Sloan, Joel A.
Beauregard, Melissa Stewart
Brannon, Michael
Issue Date
2019-05
Type
Other
Language
en_US
Keywords
Alternative Title
Abstract
It is widely understood that students’ ability to self-assess their own learning is a key component in their effectiveness as lifelong learners. When students are skilled in their ability to identify what they do or do not know, they are better able to learn independently. One method for both encouraging and quantifying a student’s ability to self-assess is the use of knowledge surveys. Knowledge surveys are a series of questions that require a student to assess their ability to perform a task, but do not require them to actually complete the task. Knowledge survey results can then be compared to an instructor’s assessment of the student’s learning (e.g. an exam or design project) to evaluate a student’s ability to self-assess. This paper focuses on results from knowledge surveys implemented across two 3rd and 4th year required and elective courses for civil engineering majors at the United States Air Force Academy. Results indicate that while students are reasonably good self-assessors at all levels, there may be greater variability at lower Bloom levels within the cognitive learning domain. This study further underscores the importance of proper alignment between the lesson objectives, lesson material, and assessment method. Included in this study is a summary of how results from knowledge surveys have been used to adjust and evaluate effective teaching practices.
Description
Conference Paper
Citation
Beauregard, Melissa & Sloan, Joel & Brannon, Michael. (2019). Summarizing the Use of Knowledge Surveys to Inform Effective Learning and Teaching Practices.
Publisher
Rocky Mountain Section of the American Society for Engineering Education (ASEE)