Development and Validation of Assessments for Industry-Valued Professional and Technical Learning Outcomes in Engineering Education

工程教育行业专业和技术学习成果评估的开发和验证

• 批准号: 1524518
• 负责人: Peter Rogers
• 金额: $ 56.02万
• 依托单位: Ohio State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-01-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1524518&HistoricalAwards=false
• 关键词: Development; Validation; Assessments; Industry; Valued

To educate engineering graduates of higher value to industry upon graduation, curriculum reform requires effective assessment of knowledge, skills and abilities (KSA) such as project management, performance on multidisciplinary teams, critical thinking, addressing open-ended problems, thinking entrepreneurially, communicating with diverse audiences, taking calculated risks, and evaluating business and technical trade-offs. This project focuses on KSA assessment in senior capstone design courses where students gain technical and professional skills in realistic project experiences. The project team is defining and prioritizing required professional skills; developing, testing, and validating assessments that measure individual student achievement in diverse settings; and disseminating proven assessments through workshops, conference presentations, and focused communication vehicles including the Capstone Design Conference and an Internet-based Capstone Design Hub. Validated assessment tools will apply to engineering capstone design courses of all disciplines, project types, team configurations, and student backgrounds. Instruments are being developed with input from and testing with diverse student populations, giving specific attention to female and minority populations. Psychometric analysis of the instruments will involve the use of Classical Test Theory (CTT) and Item Response Theory (IRT) psychometric analysis. Specifically, the Classical Test Theory will be used to analyze item properties (item difficulty and discrimination indices) as well as test properties (test reliability and discrimination indices). Results from the CTT analysis will allow the team to verify (a) whether items can collectively function well in testing what they are purported to test; and (b) if not, which items may warrant further inspection. A diverse community of practitioners is contributing to the ongoing refinement and implementation of the assessments in order for them to gain broad adoption, guide curriculum change, and benefit society through better educated engineers entering the global workforce.

为了教育毕业后对行业具有更高价值的工程专业毕业生，课程改革需要对知识，技能和能力（KSA）进行有效评估，如项目管理，多学科团队的表现，批判性思维，解决开放式问题，独立思考，与不同受众沟通，承担计算风险，评估业务和技术权衡。该项目侧重于高级顶点设计课程的KSA评估，学生在现实的项目经验中获得技术和专业技能。该项目团队正在定义和优先考虑所需的专业技能;开发，测试和验证评估，以衡量学生在不同环境中的个人成就;并通过研讨会，会议演示和重点沟通工具，包括顶点设计会议和基于互联网的顶点设计中心传播经过验证的评估。经过验证的评估工具将适用于所有学科，项目类型，团队配置和学生背景的工程顶点设计课程。正在根据不同学生群体的意见和测试情况制定各种工具，特别关注女性和少数群体。对这些工具的心理测量分析将涉及经典测试理论（CTT）和项目反应理论（IRT）心理测量分析的使用。具体而言，将使用经典测试理论来分析项目属性（项目难度和区分度指数）以及测试属性（测试信度和区分度指数）。CTT分析的结果将使团队能够验证：（a）项目在测试其声称要测试的内容时是否能够共同良好地运行;以及（B）如果不能，哪些项目可能需要进一步检查。一个多元化的从业者社区正在为评估的持续完善和实施做出贡献，以使其获得广泛采用，指导课程改革，并通过接受过更好教育的工程师进入全球劳动力队伍来造福社会。