Using in-class assessment to inform signals and systems instruction

In this paper, we study two forms of in-class assessments, group exercises and individual exams, assigned in a junior level signals and systems course. We examine both the assessments themselves and students' work in response to these assignments. Our goals are to better understand how students apply mathematical foundations to signals and systems concepts, how in-class assessments are used, and how student work can be used to guide instruction and assessment design. To achieve these goals, we analyze student work with a focus on mathematical understanding, as well as classify a set of in-class exercises with respect to form and purpose. Through our work, we hope to aid instructors in enhancing instruction to promote students' understanding as well as to inform research methodology focused on student learning and understanding of complex concepts in signals and systems.