Effect of assessment structure on perceived efficacy in a rocketry course

Nguyen, Scott Trong

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https://hdl.handle.net/2142/127282 Copy

Description

Title

Effect of assessment structure on perceived efficacy in a rocketry course

Author(s)

Nguyen, Scott Trong

Issue Date

2024-12-13

Director of Research (if dissertation) or Advisor (if thesis)

Rovey, Joshua L

Department of Study

Aerospace Engineering

Discipline

Aerospace Engineering

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

Assessment structure, Chunking, Cumulative assessment, Paired T-tests, Cognitive fatigue, Testing fatigue

Abstract

This study investigates the impact of assessment structure on student performance and engagement in an academic setting, specifically focusing on an introductory rocketry course for undergraduate non-aerospace engineering students. Departing from traditional end-of-course assessments, the research explores whether implementing a 'chunking' approach, a well-known and researched educational strategy that supports more inclusive evaluation, yields distinct outcomes by breaking the final assessment into individual quizzes over the last week. The approach involved comparing two groups of students: one undergoing a traditional cumulative assessment (Group A) and the other experiencing the modified ‘chunking’ assessment structure (Group B). Paired T-tests were employed to compare the results between the two groups. Both groups had similar demographics and scores prior to the assessment. The results reveal that Group B outperformed Group A with on average a 24% increase in final assessment scores. Additionally, Group B exhibited higher levels of engagement with the material during the assessment week. These findings suggest that modifying the assessment structure by dividing the final assessment into multiple portions may reduce cognitive and testing fatigue, leading to improved student performance and increased engagement.

Graduation Semester

2024-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/127282

Copyright and License Information

Copyright 2024 Scott Nguyen

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