MENU
  • ASEE Logo
  • Give
    Give
    ASEE Donations...
    Classified Volunteer
    Login Join
  • Join Login Volunteer Classified Give
    Give
    ASEE Donations...



About
  • Overview
    • Mission, Vision, Goals
    • Public Policy Statements
    • Constitution
    • Bylaws
    • Organizational Structure
    • Investment Policy
    • Financial Policy
  • Our History
  • Staff Contacts
  • Leadership
    • Board Of Directors
    • Academy Of Fellows
    • Past Board Members
    • Advisory Committees
    • Representatives to External Organizations
    • Executive Director's Message
    • Meeting Minutes
  • Volunteer
  • Careers at ASEE
  • Privacy Statement
I Am A...
  • Member
      Login Required
    • Your Member Page
    • Membership Directory
    • Financials
    • No Login Required
    • Awards
    • Divisions, Fellows, and Campus Reps
    • Sections and Zones
    • Resources
  • Prospective Individual/Organizational Member
    • About ASEE
    • Individual Membership
    • Institutional Membership
    • Major Activities
  • Donor
  • Prospective Partner or Sponsor
  • Advertiser
  • Fellowship Seeker
    • About Fellowships
    • High School
    • Undergraduate
    • Graduate
    • Post-Doctoral
    • Other Programs
Events
  • Conferences and Meetings
    • 2021 Annual Conference & Exposition
    • 2020 Virtual Annual Conference & Exposition
    • Section & Zone Meetings
  • Council Events
    • Conference for Industry and
      Education Collaboration (CIEC)
    • CMC Workforce Summit
    • Engineering Deans Institute (EDI)
    • Research Leadership Institute (RLI) (Formerly ERC)
    • Engineering Technology Leaders Institute (ETLI)
    • EDC Public Policy Colloquium (PPC)
  • Featured Events
    • Frontiers in Education
    • NETI
    • CoNECD
    • First Year Engineering Experience
    • Workforce Summit
  • Future Conference Dates
Publications
  • News
    • Newsletters
    • eGFI
    • Division Publications
  • Journals and Conference Papers
    • Overview
    • Journal of Engineering Education
    • Advances in Engineering Education
    • Conference Proceedings
    • Section Proceedings
    • Zone Proceedings
    • PEER
    • Plagiarism
  • Monographs and Reports
  • Prism Magazine
  • Data
    • Profiles of E&ET Colleges
    • Case Study Series: Engineering-Enhanced Liberal Education
Impact
  • Public Policy Statements
  • Data Analysis
  • Annual Reports
  • Diversity
Education & Careers
  • Academic Job Opportunities
  • Course Catalog
  • Engineering Education Research and Innovation
    • Engineering Education Community Resource
  • PreK-12
    • eGFI Teachers
    • eGFI Students
  • Engineering Teacher PD Endorsement
Calendar
2020 Annual Conference
The ASEE 2020 Virtual Annual Conference content is available.
See More....
  • International Forum
    • Past Forums
  • 2020 Research Leadership Institute(RLI) (Formerly ERC)
    • Overview
    • Registration
    • Housing
    • Program Schedule
    • ERC Past Conferences
  • 2018 Engineering Technology Leaders Institute (ETLI)
    • Engineering Technology Leaders Institute (ETLI)
    • Registration
    • Housing
    • Program Schedule
    • ETLI Sponsorship Options
  • 2017 Global Colloquium
  • Pre K-12 Workshop
    • Call for Proposals
    • Registration
    • Housing
    • Sponsors
    • Program Schedule
    • Past Conferences
  • STEP Grantees Meeting
  • Annual Conference
    • Past Conferences
  • International Forum
    • Past Forums
  • 2020 Research Leadership Institute(RLI) (Formerly ERC)
    • Overview
    • Registration
    • Housing
    • Program Schedule
    • ERC Past Conferences
  • 2018 Engineering Technology Leaders Institute (ETLI)
    • Engineering Technology Leaders Institute (ETLI)
    • Registration
    • Housing
    • Program Schedule
    • ETLI Sponsorship Options
  • 2017 Global Colloquium
  • Pre K-12 Workshop
    • Call for Proposals
    • Registration
    • Housing
    • Sponsors
    • Program Schedule
    • Past Conferences
  • STEP Grantees Meeting
  • Annual Conference
    • Past Conferences

2017 ASEE Annual Conference & Exposition

Measuring Differences in Performance by Varying Formative Assessment Construction Guided by Learning Style Preferences

Presented at Predicting Student Success

In this evidence-based practice paper, the relationship between assessment design guided by learning style preferences and student performance in a programming course is investigated. One of the National Academy of Engineering’s 14 Grand Challenges for Engineering is to tailor and differentiate instruction to improve the reliability of learning. A manner in which this differentiation may be accomplished is through attention to the various preferences and styles by which students learn. As such, the purpose of this paper is to present evidence on the effect of formative assessment design on student performance, and whether this effect varies by student learning style. The results from this study can be used by engineering educators to either diversify or personalize their assessment style.

This work is grounded in the Felder-Soloman learning style model, a model that was developed within engineering education and has been validated and widely used within the field. This model categorizes learning styles along four distinct dimensions: perception (sensing versus intuitive), input (visual versus verbal), processing (active versus reflective), and understanding (sequential versus global). Along each of these dimensions, students are categorized as having a mild, moderate, or strong preference in each of these four learning style scales.

This study takes place in a mid-size, public university in the western United States. The sample for this study includes mechanical engineering undergraduate students across four sections of a required programming course in MATLAB, taught by the same instructor. These students were provided the Index of Learning Styles at the beginning of the semester. Students were administered a weekly quiz to assess their ability to write code, but construction of this assessment varies by section to favor different preferences of one of the four Felder-Soloman learning style dimensions. Performance on these quizzes is objectively scored using a standardized rubric. General linear modeling is used to determine if quiz scores differ by quiz construction condition, and if learning style preference interacts with quiz condition to predict performance on each assessment. Findings portray a complex relationship between quiz construction, learning style preference, and assessment performance.

Authors
  1. Dr. Shanon Marie Reckinger Montana State University [biography]

    Shanon Reckinger joined the department of Mechanical and Industrial Engineering at Montana State University in Fall 2015. She received her PhD in Mechanical Engineering at the University of Colorado Boulder in August of 2011. Before her position at MSU, she was a Clare Boothe Luce Professor at Fairfield University in the department of Mechanical Engineering for four years. Her research interests include ocean modeling, computational fluid dynamics, fluid dynamics, and numerical methods. Shanon has taught courses in thermodynamics, numerical methods (graduate), fluid dynamics, gas dynamics (graduate), computational fluid dynamics (undergrad/graduate), fundamentals of engineering, and introduction to programming in MATLAB.

  2. Dr. Bryce E. Hughes Orcid 16x16http://orcid.org/0000-0001-9414-394X Montana State University [biography]

    Bryce E. Hughes is an Assistant Professor in Adult and Higher Education at Montana State University, and holds a Ph.D. in Higher Education and Organizational Change from the University of California, Los Angeles, as well as an M.A. in Student Development Administration from Seattle University and a B.S. in General Engineering from Gonzaga University. His research interests include teaching and learning in engineering, STEM education policy, and diversity and equity in STEM.

Download paper (310 KB)

Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.

» Download paper

« View session


  • Follow Us
  • twitter
  • facebook
  • youtube
  • instagram
  • linkedin
  • 1818 N Street N.W. Suite 600, Washington DC 20036

  • Telephone: 202.331.3500 | Fax: 202.265.8504

  • © 2021 Copyright: ASEE.org All rights reserved. Privacy Policy.