A Conceptual Model For Capstone Engineering Design Performance And Assessment
A Conceptual Model For Capstone Engineering Design Performance And Assessment
复制标题
顶点工程设计性能和评估的概念模型
DOI：
10.18260/1-2--724
复制
发表时间：
2006
影响因子：
1.4
通讯作者：
Benjamin Mount
中科院分区：
文献类型：
--
作者：
D. Davis;S. Beyerlein;O. Harrison;P. Thompson;M. Trevisan;Benjamin Mount
顶点工程设计课程的评估对于工程教育项目至关重要。顶点设计课程是设计教育的高潮，通常也是工程学位课程中进行的大部分评估的背景。无可否认，顶点设计课程教师对评估学生在这些课程中的表现缺乏信心，这对评估过程构成了重大障碍。一个关键问题是缺乏对工程设计的明确结果定义以及对这些结果的合理、可靠的评估。本文借鉴设计文献的发现和工程设计教育经验，构建了工程设计的概念模型，指导相关设计学习成果的发展和学生设计成就的评估。设计的概念模型对于设计教育至关重要，因为它是构建评估的三个基本基石（模型、观察和解释）之一。在工程课堂的背景下，设计性能产生两种不同且互补的结果：学习者发展和解决方案开发。此外，设计是：开放式的、迭代的、创造性的、协作性的、目标驱动的、过程密集的、以产品为中心的、以客户为导向的、增值的、受社会约束的。学习者和解决方案的开发通常会从学生碎片化的理解和想法的状态发展到更成熟的综合理解和设计解决方案的状态。提出的工程设计概念模型确定了描述设计的四个绩效领域：(1) 个人能力，(2) 团队流程，(3) 解决方案需求，以及 (4) 解决方案资产。前两个特征是学习者的发展，后两个特征是解决方案的开发。个人能力是设计师的技能发展，支持技术上合理和负责任的设计。团队流程解决了团队在设计活动中的行为和生产力。解决方案要求解决了团队对利益相关者需求和关注点的理解。解决方案资产包括设计解决方案的附加值、实用性和影响。这四个性能领域对于设计至关重要。他们确定随着时间的推移而发展的绩效，有助于设计成果的成功，并刺激彼此的成长，以综合增强设计绩效。它们还为工程设计性能的通用、全面的定义提供了基础，可以指导教学并集中评估顶点工程设计课程。
Assessment in capstone engineering design courses is vital to engineering education programs. The capstone design course is the climax of design education and often the context for much of the assessment done in engineering degree programs. Capstone design course instructors’ admittedly low confidence for assessing student performance in these courses poses a crucial obstacle to the assessment process. A key issue is a lack of clear outcomes definition for engineering design and sound, defensible assessments for these outcomes. This paper draws from findings in design literature and from engineering design education experience to construct a conceptual model of engineering design that guides development of associated design learning outcomes and assessment of student achievements in design. A conceptual model of design is vital to design education, because it is one of three essential cornerstones— model, observation, and interpretation— for constructing assessments. In the context of an engineering classroom, design performance produces two different and complementary types of outcomes: learner development and solution development. Further, design is: open-ended, iterative, creative, collaborative, goal-driven, process-intensive, productfocused, customer-oriented, value-added, and constrained by society. Learner and solution development usually progresses from a state of students’ fragmented understanding and ideas to a more mature state of integrated understanding and design solutions. The proposed conceptual model for engineering design identifies four areas of performance that describe design: (1) personal capacity, (2) team processes, (3) solution requirements, and (4) solution assets. The first two characterize learner development and the latter two characterize solution development. Personal capacity is the designer’s development of skills which support technically sound and responsible design. Team processes address a team’s behaviors and productivity in design activities. Solution requirements address the team’s understanding of stakeholder needs and concerns. Solution assets encompass the value added, practicality, and impact of the design solution. These four performance areas are essential to design. They identify performances that develop over time, contribute to the success of design outcomes, and stimulate growth in one another for integrated enhancement of design performance. They also provide the basis for a versatile, comprehensive definition of engineering design performance that can guide instruction and can focus assessments in capstone engineering design courses.