Using Writing Assignments to Improve Self-Assessment and Communication Skills in an Engineering Statics Course

This study explores the use of writing as a tool for metacognition in the engineering classroom. We used the "explain-a-problem" type of assignment in the Engineering Statics course for four terms. The objectives associated with the assignments were grouped under student self-assessment, student communication, and administration. Performance on each of four grading criteria for each assignment was tracked throughout the terms. The data indicate that explain-a-problem does help students achieve the self-assessment and communication objectives, although the impact on overall course performance was not as significant as hoped. The assignment evolved to the point that the administrative objectives were also met.