Sometimes it is really hard to decide what type of exam reflects students' conceptual knowledge best. From one point of view, in-class exams assess students' ability to think in fast and efficient way; on the other hand, take home exams can reveal deeper understanding of the topic through more sophisticated problems. What is your experience in this area?
Thanks!
One needs a balance. In-class tests ensure that the students have done the work themselves, and mimics the practice in the profession where the engineer has to quickly make on-site, logical decisions. The questions can be framed to probe understanding of the principles.
Take-home projects with little limits on time and resources simulate deeper, creative professional practice by doing a complete project, given most resources. The students have to demonstrate their understanding of the system.
I think both, In-class exams and "take home" exams should provide better assessment of students understanding in engineering.
One needs a balance. In-class tests ensure that the students have done the work themselves, and mimics the practice in the profession where the engineer has to quickly make on-site, logical decisions. The questions can be framed to probe understanding of the principles.
Take-home projects with little limits on time and resources simulate deeper, creative professional practice by doing a complete project, given most resources. The students have to demonstrate their understanding of the system.
Thanks, Ian! That is exactly what I am trying to implement now in my practice. I am looking for different possibilities of assessment of students' knowledge and understanding through diverse assignments and tasks.
Hi Pavel. I agree with Ian Kennedy. I depends on how you frame the question and what and how you want to measure and evaluate.
"Take home exams" should always be combined with other forms of assessment. I had a professor in control theory who handed out the same home exam each year, but combined that with a 30 minute oral examination. We all knew that it was the same exam, but we also knew that we did not stand a chance at the oral examination if we did not solve the problems ourselves. We knew it was not just about the answers but about the learning as well.
I guess that instead of an oral examination, a shorter class room exam would do as well, but the prospect of potentially failing an oral exam was a good way to get us to work hard instead of "taking chances".
If a course has project work or unsupervised labs then one or two questions at a written exam does wonders as well to avoid "free rides".
I am working to change my evaluation processes also. I find that I prefer online quizzes (with retries) to help them evaluate their understanding. This also shows me that they are able to understand the major concepts as well as the ability to solve problems. The primary factor that I use in the evaluation of students is their work on a major project, which may be individual or group depending on the class. I also do a lot of spot checking to make sure they get major concepts.
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