Practice makes performance: using a practice test to improve FE participation and pass rate

Abstract

The Cedarville University Engineering Department has undertaken an effort to both encourage and prepare students to participate in the Fundamentals of Engineering (FE) Exam. The program utilizes a mandatory practice exam and timely feedback, including comparison to the FE pass rate for previous classes. The goal was to create an internal assessment tool that would encourage the great majority of students to voluntarily participate in the FE Exam, to take the FE exam seriously, and therefore, successfully. This practice exam is administered early in the winter quarter of the students' senior year. It is one-half the length of the FE exam and is divided into two parts, one general and the other discipline-specific. Data from four years' experience shows a strong correlation between student scores and performance on the FE exam. Collectively, the pass rate for students in this program has been greater than 90%, consistently exceeding the state and national averages. More than 80% of the graduating students voluntarily participate in the FE exam. Because of the previously mentioned correlation of the practice exam results to the FE exam results, students can reasonably predict their performance before taking the exam. A secondary result is that the engineering department can assess their program, predicting the likely FE pass rate for those students who opt not to take it. The practice exam is used as one piece of the department's overall assessment plan. This paper evaluates and discusses the drawbacks and shortcomings of this approach.