| Abstract: | Statement of the Problem: The purposes of this research were to determine: (1) the effectiveness of self-scoring as an immediate reinforcement to learning using six selected principles of descriptive geometry, (2) which technique, self-scoring or conventional, required less time to score, and (3) the accuracy with which students score assignments. Collecting and Analyzing Data: Three hundred fifty-six students of descriptive geometry at Texas A & M University participated in the experiment by completing preparatory assignments covering a given principle. The technique used to present the assignments was either self-scoring or conventional. When the self-scoring technique was used, the students were required to score the solutions aided by a grading scale at the top of each device. The students were instructed not to score the solutions when the conventional technique was used. Later, an assignment covering the same principle was administered in class. The scores taken from this assignment were used to measure the effectiveness of self-scoring as a reinforcement to learning. Four regularly employed assistants in the Engineering Graphics Department at Texas A & M University served to determine which technique, conventional or self-scoring, could be scored in less time. These evaluators were timed while scoring 960 self-scoring devices and the same number of conventional devices. The student-reported scores for a given principle were compared with standard scores for the same principle to determine student accuracy in self-scoring. ... |
|---|