Design of Rubrics for Student Outcomes in 2019-2020 ABET Criteria
Design of Rubrics for Student Outcomes in 2019-2020 ABET Criteria
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2019-2020 年 ABET 标准学生成绩量规设计
DOI：
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发表时间：
2020
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影响因子：
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通讯作者：
B. Pejcinovic
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文献类型：
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作者：
B. Pejcinovic
ABET是美国工程专业的主要认证机构，他们最近推出了一套新的学生成绩表。通过将几个结果合并为一个并添加一些新的结果，该集合从11个项目减少到7个项目。在我们的电气和计算机工程项目中，我们决定设计一套七种通用规则，每种规则对应一种辅助结果。然后，如果课程内容适合的话，可以原封不动地使用这些红字，或者可以调整它们以适应特定的课程。用一种常见的描述来描述Rubrics，我们希望保持绩效标准不变，但可以调整绩效指标以适应特定的课程。文中详细介绍了六种红色物质。我们还分享了一些在课程和项目评估中的实际实施中的初步观察。他们帮助我们发现了我们二年级基石课上与学生设计质量有关的一个问题。同样，在我们与顶石相关的高年级班级中，我们发现在定义和理解道德困境方面存在问题。
ABET is the main accreditation body for engineering programs in the United States and they have recently introduced a new set of Student Outcomes. This set was reduced from 11 to 7 items by combining several outcomes into one and adding some new ones. In our electrical and computer engineering programs we decided to design a set of seven general rubrics, one for each ABET outcome. These rubrics could then be used unaltered if course content fits them, or they can be adjusted to fit a particular course. To use a common description for rubrics, we wanted to keep the Performance Criteria the same but can adjust the Performance Indicators to suit a particular course. Six rubrics are presented in detail. We also share some initial observation in practical implementation of these in course and program assessment. They have helped us identify a problem in our sophomore cornerstone class related to the quality of student designs. Similarly, in our senior capstone-related class we identified a problem with defining and understanding ethical dilemmas.