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Abstract

This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three types of assessment were used in this course: online formative course feedback every three weeks; weekly ‘muddiest point’ content feedback; and midterm exam scores. Data were assessed using a mixed-methods approach. The formative feedback from this course provided information on how students perceived the flipped classroom and how those perceptions changed across the semester. This approach provided a low-effort strategy for incorporating the student voice for teaching and learning improvement. Although the intended assessment outcome was real-time improvement of the course, an unintended outcome of incorporating student voices and reflection during the course process was realized. Student acceptance of the flipped class increased as the semester progressed, and they placed high value on in-class active learning, the ability to re-visit the online lectures, and having a professor who valued their feedback and suggestions for course improvement. The majority of students also faced time management challenges that extended beyond this specific class.

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