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Using Writing Assignments to Improve Self‐Assessment and Communication Skills in an Engineering Statics Course
Author(s) -
Hanson James H.,
Williams Julia M.
Publication year - 2008
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2008.tb00997.x
Subject(s) - grading (engineering) , statics , metacognition , course (navigation) , mathematics education , engineering education , random assignment , communication skills , computer science , point (geometry) , psychology , engineering , engineering management , medical education , mathematics , cognition , civil engineering , medicine , statistics , physics , geometry , classical mechanics , neuroscience , aerospace engineering
This study explores the use of writing as a tool for metacognition in the engineering classroom. We used the “explain‐a‐problem” type of assignment in the Engineering Statics course for four terms. The objectives associated with the assignments were grouped under student self‐assessment, student communication, and administration. Performance on each of four grading criteria for each assignment was tracked throughout the terms. The data indicate that explain‐a‐problem does help students achieve the self‐assessment and communication objectives, although the impact on overall course performance was not as significant as hoped. The assignment evolved to the point that the administrative objectives were also met.