Using Word Clouds for Fast, Formative Assessment of Students’ Short Written Responses

Authors

  • Bill Brooks chool of Chemical, Biological and Environmental Engineering, Oregon State University
  • Debra Gilbuena School of Chemical, Biological and Environmental Engineering, Oregon State University
  • Stephen Krause School of Materials, Ira A. Fulton School of Engineering, Arizona State University
  • Milo Koretsky School of Chemical, Biological and Environmental Engineering, Oregon State University

Abstract

Active learning in class helps students develop deeper understanding of chemical engineering principles. While the use of multiple-choice ConcepTests is clearly effective, we advocate for including student writing in learning activities as well. In this article, we demonstrate that word clouds can provide a quick analytical technique to assess student writing. We provide two examples: students’ in-class explanations of their answer choice to multiple choice ConcepTests, and student responses to “muddiest point” reflection exercises. 

Author Biographies

Bill Brooks, chool of Chemical, Biological and Environmental Engineering, Oregon State University

Bill Brooks is a Postdoctoral Scholar in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. He received his B.S. and his Ph.D. from Oregon State University, both in chemical engineering. His Ph.D. research involved the use of written explanations to concept questions to investigate technology mediated active learning in the undergraduate chemical engineering classroom. He is interested in using technology to enhance educational practices in promoting conceptual understanding. He is the primary programmer of the AIChE Concept Warehouse and his current focus is on its continued development, specifically creating and integrating Interactive Virtual Labs. 

Debra Gilbuena, School of Chemical, Biological and Environmental Engineering, Oregon State University

Debra Gilbuena is a Postdoctoral Scholar in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. She received her Ph.D. from Oregon State University in Chemical Engineering with a dissertation focused on engineering education. Debra also has received B.S, M.S, and MBA degrees from OSU. She has 4 years of industrial experience including a position in sensor development, an area in which she holds a patent. Her research currently has two focus areas: (1) the characterization and analysis of feedback, student learning and engagement in project-based learning, and (2) the diffusion of effective educational interventions, materials and practices. 

Stephen Krause, School of Materials, Ira A. Fulton School of Engineering, Arizona State University

Stephen Krause is a professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on strategies that use internet tools and resources that promote conceptual change for enhancement of students' attitude, achievement, and persistence. He was a coauthor for best paper awards from the Frontiers in Education Conference in 2009 and the Journal of Engineering Education in 2013. 

Milo Koretsky, School of Chemical, Biological and Environmental Engineering, Oregon State University

Milo Koretsky is a professor in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in chemical engineering. He is interested in integrating technology into effective educational practices and in promoting the use of higher- level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. 

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Published

2014-09-16

Issue

Vol. 48 No. 4 (2014): Fall 2014

Section

Manuscripts