Let There Be Hope: Assessing the Implications of Exam Re-Taking on Student Learning Outcomes and Grades of Engineering Students Grounded on Metacognition Awareness Framework

摘要

This paper presents a classroom research study that studied the effect of giving the students of a Digital Logic course the chance to retake all exams except the final. Each exam is designed to match a single learning outcome of the course. The theoretical background that the study is based upon is the Metacognitive Awareness Framework. We are reporting that the effort that the Faculty and teaching staff will put in test regarding is time well spent and the students' retention and learning improved as reported statistically in this paper, from speaking to the students and from looking at the scores after the retakes. The students get a chance to think stress-free about the problems they struggled with during regular exam time. We perceive the retake exams as a take-home exam where the students have seen once before.