Problem Solution Error Detection as a Means of Learning Assessment in Fluid Mechanics

Assessing student learning is commonly done via exams, among other techniques, and these exam questions can have various forms which differ significantly in terms of complexity. Many engineering problems require numerous sequential steps to solve and incorporate material from multiple chapters. These types of questions require students to demonstrate a deep understanding and synthesis of course material but can lead to challenges when grading. This study examined an alternative exam question modality in which students were provided a problem statement and subsequent solution to a difficult, multi-step problem. The provided solution typically included at least one error. Students were asked to identify the error(s) in the problem solution and what step(s) would be needed to correct them. Students in junior-level introductory fluid mechanics courses at two different universities were introduced to error detection questions during lecture and problem-solving sessions prior to seeing them on exams. Student performance on midterm and final exam questions were analyzed for error detection, problems in comparison to student-derived solution problems involving the Bernoulli equation pipe flow analysis and drag analysis. An end-of-term student survey was used to evaluate student perceptions of error detection problems in terms of assessing their knowledge, time required on exams, learning from common mistakes and whether this type of problem should be increased in their technical courses. Survey results are provided and show an overall positive student response to error detection problems both in terms of improving learning and as a means of assessment. Results are also presented on the time required to grade error detection problems. Suggestions are given for faculty interested in incorporating this instructional/assessment method in their courses.