Effect of Assessment Structure on Perceived Efficacy of a Rocketry Course

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 by breaking the final assessment into individual quizzes over the last week yields distinct outcomes. 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. The results reveal that Group B outperformed Group A with 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. Further research could delve into the underlying mechanisms driving these effects to inform the design of effective assessment strategies in educational settings.