Flipping homework: An effective homework model

Abstract

In this paper, a novel model for incorporating an effective homework component within an engineering course is proposed. In this model, a copy of the homework assignment is submitted electronically and students are asked to self-grade their original assignments using an instructor provided solution and a grading rubric. Students are also asked to provide detailed explanation for every correction they make. The purpose of this self-grading exercise is to motivate the engineering students to actively learn and develop their well-needed self-reflection and self-judgment skills. This approach will help maximize the effectiveness of the homework component and empower the students to learn from their own mistakes. In this model, students' grades are based on their ability to clearly identify their misconceptions, make corrections, and provide a clear justification for how they graded their homework problems. In addition, this model is sought to not only discourage plagiarism but also to provide an accurate indicator of the performance of every student in class. To validate our findings, we conducted both quantitative and qualitative assessments taking into consideration all the pertinent parameters involved in this model. The effectiveness of this model was quantitatively verified by assessing the student performance in pre- and post-exams. Qualitative assessment in a form of survey was conducted to measure the level of students' satisfactions with this model. Assessment results showed that students subject to this study were able to significantly improve their performance which confirmed the merit of implementing this flipped homework model.