Refined Assessment Technique in Engineering Education Based on Response from Stake-holders (original) (raw)
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One of the major challenges of the School of Engineering of Universidad del Norte has been to guarantee an education of quality to its alumni. In the last few years professors from different engineering disciplines have been implementing the Assessment project in the everyday teaching. This project is being implemented by stages. In the first stage, the learning objectives of each engineering program as well as the objectives on each course were reviewed and reformulated, and their outcomes were formulated. In this phase, the alumni profiles were reformulated from the competence approach. In the next stage, a part of the faculty implemented the Assessment in some courses. Nowadays, most professors are implementing Assessment in their courses in an autonomous way concerning tools and teaching methods used. The project has shown a great advance in both qualitative and quantitative aspects. This paper describes, in a qualitative way, the results achieved by some professors during the experience of implementing Assessment in their courses. Different methods of the assessment implementation are presented, and some preliminary conclusions about the usage of the assessment in our School of Engineering are drawn.
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This work presents an analysis that has been done about the assessment tools used by the professors of the Universitat Politécnica de Catalunya to assess the generic competencies introduced in the Bachelor's Degrees in Engineering. In order to realize this study has been elaborated a survey which has been done anonymously to a sample of the most receptive professors with the educational innovation of the own university. In total there were 80 professors who answered the cited survey, of whom the 26% resulted to be members of the evaluation innovation group (https://www.upc.edu/rima/ grups/grapa) the own university, GRAPA. This percentage represents a 47% of the total GRAPA membership, so from the most sensible professors with the evaluation matter in the university, closely the half has answered. The variables analysis realized using the statistical program SPPS v19 shows that for practically the 49% of the surveyed the rubrics are the most utilized tools to assess the generic competencies integrated with the specific ones, and of those the 60% use them frequently or always. The most evaluated generic competencies have been the teamwork (28%), problem solving (26%), effective oral and written communication (24%) and autonomous learning (13%) all of them very recognized competencies for the engineering profession. Two dimensional crosstabs analysis with SPSS v19 show that there is a significant correlation (Asymp. Sig. 0.001) between the type of used tool and the assessed competencies. However, any significant correlation has not been found between the type of assessment tool used and the type of subject, typology of evaluation (formative or summative), feedback frequency given to the students or satisfaction degree of the students so none of those variables have influence on the kind of used assessment tool. In addition, the results also indicate that there are not significant differences between the GRAPA's professorship and the remain of the surveyed.
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The civil engineering program at Indiana University-Purdue University Fort Wayne was established in the fall of 2006. The program went through ABET accreditation in 2011 and was granted accreditation in August 2012. A key component of getting accreditation is the development and the implementation of an effective and continuous assessment based process to identifying strengths and weaknesses and to ensure continuous program improvements. The goal of this paper is to present an integrated assessment tool to assess course outcomes based on direct and indirect assessment measures. The tool was developed to establish consistency in the course assessment process, improve efficiency, create a better documentation process, and measures the effectiveness of educational and learning of engineering courses. The tool was developed using Excel and report the faculty and student assessments of a course. The tool is flexible and save faculty time when assessing their courses. It provides faculty with a choice to feed raw data or enter students' final assessment data in the sheet. In addition, it gives faculty a choice to use suitable criteria and assessment tools that are appropriate to the assessment of their courses. The paper presents the old system of assessment and the need to depart to a new more efficient system; a detailed description of the tool with real examples, and the impact of the new tool in supporting ABET accreditation of the Civil Engineering program as well other programs in the department are presented.
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In this paper, a student evaluation methodology which applies the concept of continuous assessment proposed by Bologna is presented for new degrees in higher education. An important part of the student's final grade is based on the performance of several individual works throughout the semester. The paper shows the correction system used which is based on using a spreadsheet with macros and a template in which the student provides the solution of each task. The employ of this correction system together with the available e-learning platform allows the teachers to perform automatic tasks evaluations compatible with courses with large number of students. The paper also raises the different solutions adopted to avoid plagiarism and to try that the final grade reflects, as closely as possible, the knowledge acquired by the students.
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Proceedings of the Research in Engineering Education Symposium, 2017
Previous research indicates that engineering education does not adequately prepare students to address complex, ill-structured, real-world problems, such as wicked problems (WPs), and that one reason for this may be a lack of robust assessment instruments. In recent years, assessment rubrics have been developed and evaluated for a variety of learning outcomes, but no rigorously tested rubric has yet been developed for assessing engineering students' ability to integratively address WPs. The aim of this paper is to fill this gap by introducing an analytic rubric for assessing engineering students' written responses to WPs and evaluating its reliability, validity, and utility. The results suggest that the rubric can support reliable and valid assessment if raters are carefully trained. The utility of the rubric for formative assessment and teacher professional development was most prominent.
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The Engineering School of the Universidad del Norte, which is formed by Civil, Electrical, Electronic, Industrial, Mechanical and Systems Engineering, is working on an assessment project in order to improve the quality of engineering education. The assessment project was initiated during the second semester of 2005 by some professors of the School of Engineering. This year all of the engineering faculty will apply a customized model which will collect information about the assessment that each professor applies in his/her class. This model will be utilized in all engineering courses. It uses a computational tool in order to collect and process information about the level and sequence of student learning. This process will help the faculty to measure the level of achievement of students with regard to the learning objectives in each course. These results will allow the faculty to identify weaknesses in the learning process of the students during the semester and take corrective measures.
In engineering program, ABET accreditation gives more importance to the assessment and evaluation of student outcomes and to the subsequent efforts for continuous improvement based on such evaluation. So, a Student Outcomes (SOs) assessment plan has to be set to primarily confirm that the students are achieving the desired outcomes and to be used to improve the program and the student learning, based on real evidences. Since the accreditation process of engineering programs at Salman bin Abdulaziz University was initiated, most activities have focused on how to assess and evaluate the student outcomes (SOs) in order to ensure that the students will be equipped with the skills and attitudes by the time of graduation. Such assessment process depends strongly on how well faculty understand it and appreciate the extent to which their full involvement in it is crucial. Based on the discussions and surveys analysis conducted at the college level, the main problem met by the faculty was how to identify SOs addressed by each course and how to assess and evaluate them. In this paper we will describe the steps taken by the electrical engineering department at course and program levels to raise the level of achievement of the student outcomes. This paper presents a common spreadsheet developed by the department that provides effective guidance to faculty on the formulation of the assessment and evaluation of the student outcomes achievement and shows how the requirement of the ABET continuous improvement engineering criterion was addressed.
Analysis of Assessment Tools of Engineering Degrees
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