Closing the homework feedback loop using dual-submission-with-reflection homework methodology

Abstract

Homework in engineering courses serves many purposes critical to student learning and success. For the students, homework provides an opportunity for concept and procedural practice with feedback and correction, as well as support for the development and refinement of engineering mental models. For the instructor, homework supplies insight on student progress through formative assessment and identification of student challenges. A dual-submission-with-reflection homework methodology comprehensively addresses each of these intended purposes. In the dual-submission homework process, students submit initial homework solution attempts followed by a second submission of corrected and assessed work. Each submission is accompanied by a reflection coversheet. The instructor then evaluates both submission and the reflection coversheets. The dual submission process successfully addresses the need for student practice, feedback, and correction while increasing the teaching efficiency of the instructor. The reflection coversheets for each submission require students to consider the completeness of submissions, their knowledge development, areas of greatest mastery and greatest confusion, and communicate their understanding to the instructor. A literature review of both homework strategies and classroom assessment techniques shows the development of the dual-submission-with-reflection homework methodology. The instructors administer the methodology through syllabus explanations, coversheet templates, and online learning management systems. Instructors discuss the effectiveness, benefits, and drawbacks of the methodology. Results from student surveys illustrate the effectiveness of each component of the dual-submission-with-reflection homework methodology.