{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127282"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127282","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Effect of assessment structure on perceived efficacy in a rocketry course","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_has_math":false,"creators":["Nguyen, Scott Trong"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Aerospace Engineering","degree_department":null,"school":null,"contributors":["Rovey, Joshua L"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-13","date_published":"2024-12-13","updated_at":"2026-07-22T22:25:03Z","subjects":["Assessment Structure","Chunking","Cumulative Assessment","Paired T-tests","Cognitive Fatigue","Testing Fatigue"],"languages":["en","eng"],"rights":["Copyright 2024 Scott Nguyen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/127282","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rovey, Joshua L"]},{"key":"dc:creator","label":"Author","values":["Nguyen, Scott Trong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-12-13","2024-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Aerospace Engineering"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assessment Structure","Chunking","Cumulative Assessment","Paired T-tests","Cognitive Fatigue","Testing Fatigue"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Scott Nguyen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/127282"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Scott Nguyen, accepted the attached license on 2024-12-08 at 18:32.","The student, Scott Nguyen, submitted this Thesis for approval on 2024-12-08 at 20:41.","This Thesis was approved for publication on 2024-12-13 at 10:15.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21544 on 2025-03-28 at 14:28:33","This study investigates the impact of assessment structure on student performance and engagement in an academic setting, specifically focusing on an introductory rocketry course for undergraduate non-aerospace engineering students. Departing from traditional end-of-course assessments, the research explores whether implementing a 'chunking' approach, a well-known and researched educational strategy that supports more inclusive evaluation, yields distinct outcomes by breaking the final assessment into individual quizzes over the last week. The approach involved comparing two groups of students: one undergoing a traditional cumulative assessment (Group A) and the other experiencing the modified ‘chunking’ assessment structure (Group B). Paired T-tests were employed to compare the results between the two groups. Both groups had similar demographics and scores prior to the assessment. The results reveal that Group B outperformed Group A with on average a 24% increase in final assessment scores. Additionally, Group B exhibited higher levels of engagement with the material during the assessment week. These findings suggest that modifying the assessment structure by dividing the final assessment into multiple portions may reduce cognitive and testing fatigue, leading to improved student performance and increased engagement."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Effect of assessment structure on perceived efficacy in a rocketry course"]}]}],"canonical_facts":{"dc:contributor":["Rovey, Joshua L"],"dc:creator":["Nguyen, Scott Trong"],"dc:date":["2024-12-13","2024-12"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Scott Nguyen, accepted the attached license on 2024-12-08 at 18:32.","The student, Scott Nguyen, submitted this Thesis for approval on 2024-12-08 at 20:41.","This Thesis was approved for publication on 2024-12-13 at 10:15.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21544 on 2025-03-28 at 14:28:33","This study investigates the impact of assessment structure on student performance and engagement in an academic setting, specifically focusing on an introductory rocketry course for undergraduate non-aerospace engineering students. Departing from traditional end-of-course assessments, the research explores whether implementing a 'chunking' approach, a well-known and researched educational strategy that supports more inclusive evaluation, yields distinct outcomes by breaking the final assessment into individual quizzes over the last week. The approach involved comparing two groups of students: one undergoing a traditional cumulative assessment (Group A) and the other experiencing the modified ‘chunking’ assessment structure (Group B). Paired T-tests were employed to compare the results between the two groups. Both groups had similar demographics and scores prior to the assessment. The results reveal that Group B outperformed Group A with on average a 24% increase in final assessment scores. Additionally, Group B exhibited higher levels of engagement with the material during the assessment week. These findings suggest that modifying the assessment structure by dividing the final assessment into multiple portions may reduce cognitive and testing fatigue, leading to improved student performance and increased engagement."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127282"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Scott Nguyen"],"dc:subject":["Assessment Structure","Chunking","Cumulative Assessment","Paired T-tests","Cognitive Fatigue","Testing Fatigue"],"dc:title":["Effect of assessment structure on perceived efficacy in a rocketry course"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Aerospace Engineering"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}