AC 2008-2368: A study of student retention using rapid testing and repetitive testing: Preliminary classroom results from an FE review course

In this study, we have attempted to improve our students' retention of subject matter using a strategy of rapid and repeated testing. The study was done during the fall 2007 semester in a 1-credit, semester-long, review course for the FE exam. Retention was measured by comparing student performance on quizzes to their performance on the same topic-specific questions on intermediate quizzes and on the final exam. Retention results were also compared to results for one topic that was taught without any intermediate testing. This topic was used as a control. The topic was taught to the same students and by the same instructor, but the topic was covered in a different course. Learning on the control topic was evaluated as part of a normal hour exam using a timed FE style instrument. Retention was measured for the control topic as part of the final exam. However, no intermediate testing was done. Our results showed significantly increased retention in eight of the nine subject areas reviewed with rapid, repeated testing. As part or our work, we are developing review courses to help prepare our students to pass the discipline-specific Fundamentals of Engineering (FE) exam. The review course specifically designed for chemical engineering majors. During the fall semester, the course covers the general topics and we place emphasis on the topics where chemical engineers normally have a strong background: chemistry, mathematics, thermodynamics, materials, fluids, probability and statistics, circuits and computers. Statics and engineering mechanics were not covered. Recent research indicates that rapid, repeated testing could have a significant effect on long term retention. In our course, nine of the morning FE exam topics are reviewed in two to four class periods. Class time allocated to each topic depended on the topic's weight on the FE exam and on our students' background. Following each topic, students were given a timed, FE-style, 10 question quiz that was graded immediately and a copy of the solution was posted. Student grades were posted to their Blackboard accounts. The quizzes contained a retesting component in addition to the questions covering the most recent topic. By the end of the course, each quiz contained additional questions covering the five most recently reviewed topics. Students are made aware of the retest topics and that the retest questions were being selected in areas where class performance was weak. Students were also given a 2-hour, timed, FE-style final exam covering all and only the FE topics reviewed.