Instructional Assessment Methods to Enhance Conceptual Knowledge: A Preliminary Investigation
Abstract: This is a conference paper for the Education Division's 2011 ASQ Advancing the STEM Agenda in Education, the Workplace and Society Conference. The author is Derek Wissmiller, a faculty member of the University of Wisconsin-Stout.
A pilot study was performed durng the spring 2011 semester to investigate the effect of alternative metods of student assessment on conceptual knowledge transfer relating to the topic of buoyancy. A group of sophomore-leel undergraduate engneering students at the University of Wisconsin-Stout (N=52) were evaluated in their performance on pre- and post-assessments. Students who performed well on proportional/conceptual reasoning questions during pre-assessment activities performed better on post-assessment activities than the control group of students who were not prompted with proportional/conceptual reasoning type questions in the pre-assessment.
Keywords: STEM - Teaching Quality - Critical Thinking - Conference Proceedings