Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class

Donna H. Ziegenfuss & Cynthia M. Furse
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...

Registration Year

  • 2021

Resource Types

  • Journal Article


  • University of Utah