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The Design, Implementation and Assessment of an On-Line, Open-Book Quizzing Environment for an Introductory Materials Science Course.

Published online by Cambridge University Press:  26 February 2011

Ralph H Locklin
Affiliation:
rhl@psu.edu, Penn State University, Schreyer Institute for Teaching Excellence, United States
Paul R Howell
Affiliation:
howell@ems.psu.edu, Penn State University, Materials Science and Engineering, United States
Corresponding
E-mail address:
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Abstract

The authors have developed, implemented and assessed an on-line, open-book quizzing environment for the introductory materials science course, “Materials In Today’s World”. The course is offered as an E-Education course and students may complete the course from anywhere that permits access to our course management system, ANGEL. For reasons that were both pragmatic and philosophical, we decided that the exams/quizzes would not be proctored, they would be delivered wholly on-line, and would be open-book.

In the current paper, we will present and justify our philosophy, of on-line, open-book quizzes: the rich feedback, which is a feature or our quizzing system, QuestionMark Perception, is used both as a teaching tool, and as a means to refine the quiz database. We have replaced the original “high-stakes” midterm and final exam, with a series of lower-stakes, weekly quizzes, which are generated from a large question database. Student response to the quizzing environment is generally very positive.

Type
Research Article
Copyright
Copyright © Materials Research Society 2006

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References

[1] ANGEL™ Learning © 2005 http://www.angellearning.com Google Scholar
[2] “Questionmark...Getting Results.” © 1995-2005, Questionmark Corporation http://www.questionmark.com Google Scholar
[3] Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., and Krathwohl, D. R., (1956). “Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain.” David McKay, New York, NY.Google Scholar
[4] Anderson, L. W. and Krathwohl, D. R. (eds). “A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational ObjectivesLongman, New York, NY. (2001).Google Scholar
[5] Bobrowski, P., “Bloom's Taxonomy – Expanding Its Meaning” Pacific Crest: Faculty Development Series. Accessed from pcrest.com/Bloom.pdf, April 29, 2005.Google Scholar
[6] Apple, D. K., and Krumsieg, K., (2001). Teaching Institute Handbook. Lisle, IL: Pacific Crest.Google Scholar
[7] Atherton, J. S. “Learning and Teaching: Bloom's Taxonomy”. http://www.learningandteaching.info/learning/bloomtax.ht, Accessed: 19th January 2006.Google Scholar
[8] “Major Categories in the Taxonomy Of Educational Objectives”. (Bloom 1956) http://faculty.washington.edu/krumme/guides/bloom.html Google Scholar
[9] Huitt, W.Bloom et al' Taxonomy of the Cognitive Domain.” Educational Psychology Interactive Valdosta University, GA. Retrieved: 19th January 2006. http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html Google Scholar
[10] Howell, P. R., “Teaching Materials Science and Engineering through the Writing and Use of the World of Materials EssaysMater. Res. Soc. Symp. Vol. 861E, (2005), 1.4.1.Google Scholar
[11] Locklin, R. H. and Howell, P. R., “An On-Line, Open-Book Quizzing Environment for an Introductory Materials Science Course: How Measurement is Informing the Process” Submitted to J. Mat. Ed.Google Scholar

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The Design, Implementation and Assessment of an On-Line, Open-Book Quizzing Environment for an Introductory Materials Science Course.
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