Formative Feedback: Impacting the Quality of First-Year Engineering Student Work on Modeling Activities

本项目将通过设计和调查教学方法对学生质量的影响，为工程学习机制的研究做出贡献。解决复杂的数学建模问题，并制定指导方针，为学生提供有效的形成性反馈？做模特的工作。数学模型启发活动(MEA)以模型和建模理论框架为基础，为工科学生提供了参与解决复杂问题的机会，并培养了团队合作和沟通技能。最近的研究表明，教师和同龄人在提供对学生有意义的反馈方面存在相当大的困难，导致学生在解释和有效利用反馈来改进他们的数学模型方面存在困难。这限制了学生通过迭代开发这些复杂问题的解决方案来实现的学习。需要教学方法来改进教师和同伴的反馈，并帮助学生学习解释和回应反馈。从数学模型、可重用性和共享性以及受众三个维度评估和评价学生作业的工具的最新发展，将使围绕质量反馈的教学方法的调查成为可能。这些方法将被开发、实施和研究，目的是充分利用多边环境协定的性质以及评估和评估工具来发展学生？通过提高他们解释和利用反馈的能力来获得知识和技能。最终寻求的是反馈与其对学生的影响之间关系的更清晰的图景？通过他们的工作产品和互动来学习。未来的工程队伍必须准备好解决日益复杂和模糊的问题，有效地教授开放式问题解决一直是工程教育面临的挑战。对围绕反馈发展教学方法的投资，将是朝着发展一个能够更好地教授开放式复杂问题的工程教育者社区迈出的一步。这项工作将有助于评估学生在复杂问题解决情况下的学习情况，并有助于培养一支能够更好地解决下一代复杂问题的工程毕业生干部队伍。提供适当反馈的原则和指导方针将极大地促进下一步向其他教育机构传播示范和示范教学。

This project will contribute to the research on engineering learning mechanisms by designing and investigating the impact of pedagogical approaches on the quality of students? solutions to complex mathematical modeling problems and developing guidelines for providing effective formative feedback on students? modeling work. Mathematical model-eliciting activities (MEAs), based on the models and modeling theoretical framework, provide engineering students with opportunities to engage in solving complex problems and develop teaming and communication skills. Recent work has revealed that instructors and peers have considerable difficulty providing feedback that is meaningful to students, causing students to have difficulty interpreting and utilizing the feedback effectively to improve their math models. This limits student learning that can be achieved through iterative development of solutions to these complex problems. Pedagogical approaches are needed to improve instructor and peer feedback and help students learn to interpret and respond to feedback. Recent development of tools for assessing and evaluating student work across three dimensions, mathematical model, re-usability & share-ability, and audience, will enable investigations into pedagogical approaches around qualitative feedback. These approaches will be developed, implemented and researched with the intent of taking full advantage of the nature of MEAs and the assessment and evaluation tools to develop students? knowledge and skills by improving their ability to interpret and utilize feedback. What is ultimately sought is a clearer picture of the relationship between feedback and its impact on students? learning as viewed through their work products and interactions. The future engineering workforce must be prepared to address increasingly complex and ambiguous problems, and effectively teaching open-ended problem solving has been a challenge for engineering education. An investment in the development of pedagogical approaches around feedback will be a step towards growing a community of engineering educators who are better able to teach open-ended complex problems. This work will contribute to assessments of student learning in complex problem-solving situations and help build a cadre of engineering graduates better able to solve the next generation of complex problems. Principles and guidelines for providing appropriate feedback will greatly facilitate the next steps in dissemination of models and modeling pedagogies to other educational settings.