Capstone Engineering Design Assessment: Development, Testing and Adoption Research

工程-其他(59)评估/研究(91)本项目致力于建立稳健评估的目标，有效地指导和实现美国工程学院工程设计教育的变革性改进。四个不同的领先院校与经过战略选择的设计教育顾问合作，正在制定评估方法，以定义、衡量和促进学生在顶石工程设计课程中取得更好的成绩。这个项目正在创建和传播经过验证的评估工具，这些工具涵盖了学生期望的表现。它正在制定以研究为基础的战略，以维持在不同机构的顶峰设计课程中有效地实施评估。智力优势本项目和早期项目中开发的评估工具旨在为学生的学习提供形成性反馈，并为记录成果和支持项目认证提供总结性评估。还在根据对该项目顶端设计评估采用者的经验进行的定性研究的结果，制定实施战略。正在处理研究问题，重点放在评估质量、用户态度和最佳做法上。使用评估的教职员工和助教参与了这项研究，因为他们被介绍到评估、接受培训、管理评估以及评分和解释结果。正在调查对态度、信念、实施做法以及它们如何随时间变化的分析。最终，将就建立实践社区和有效、可持续地将评估用于形成性和终结性目的提出建议。更广泛的影响本项目中广泛定义的结果确保正在开发的评估工具也适用于工程学以外的多学科顶石课程。关于采用做法和态度的研究结果将有助于指导支持有效采用评估的做法。许多工程部门已经承诺尝试这种评估方法。

Engineering - Other (59)Assessment/ Research (91)This project is addressing the goal of building robust assessments that effectively guide and enable transformative improvement of engineering design education in American Schools of engineering. Four diverse lead institutions, partnering with strategically selected design education consultants, are producing methods of assessment to define, measure, and facilitate improved student achievement in capstone engineering design courses. This project is creating and disseminating proven assessment instruments that span desired student performances. It is defining research-informed strategies for sustaining effective assessment implementation in capstone design courses at diverse institutions. INTELLECTUAL MERIT The assessment tools being developed in this project and in an earlier project are designed to provide formative feedback for student learning as well as summative evaluation for documenting achievements and supporting ABET accreditation of programs. Implementation strategies are also being developed based on the results of qualitative research conducted on the experiences of adopters of the project's capstone design assessments. Research questions are being addressed that focus on assessment quality, user attitudes, and best practices. Faculty and teaching assistants using assessments are participating in the study as they are introduced to assessments, receive training, administer assessments, and score and interpret results. Analysis of attitudes, beliefs, implementation practices, and how they change over time are being investigated. Ultimately, recommendations will be made for building communities of practice and for effective, sustainable use of assessments for formative and summative purposes. BROADER IMPACTS The broadly defined outcomes in this project ensure that the assessment tools being developed are also valid for use in multidisciplinary capstone courses outside of engineering. Research results on adoption practices and attitudes will help guide practices that support effective adoption of assessments. Numerous engineering departments have already committed to trying out this assessment approach.