Effects of a new assessment model on female and under-represented minority students

Abstract

In 2016, Michigan State University developed a new model of classroom education and assessment in their Mechanics of Materials course. This model used a modified mastery approach that stresses formative assessment, guidance in the problem-solving process, and structured student reflection. We now refer to this new approach as SMART Assessment-short for Supported Mastery Assessment using Repeated Testing. The effects of this model have been very positive, and results on overall student success in Mechanics of Materials have been presented in full at prior ASEE conferences. In this paper, we focus on the effects of this new assessment model on the performance of women and underrepresented minority students, while accounting for other measures such as incoming GPA and performance in the prerequisite course, Statics. The evaluation was conducted across 3.5 academic years and involved 1222 students divided among 9 experimental sections and 6 control sections. Statistical analysis indicated that women from non-underrepresented ethnicities and men from underrepresented ethnicities were not negatively affected by the introduction of the SMART method, with both groups earning slightly higher grades than their male, non-underrepresented peers. However, female students who also were a member of an underrepresented racial or ethnic minority did earn statistically lower grades than their peers. Though from a very small group of students (n = 14), this result demonstrates a need for additional research and interventions.