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.