Developing and Assessing Statewide Competencies for Engineering Design
An assessment system was developed and piloted in Washington state to evaluate the engineering design competence of community college transfer students and continuing students at Washington State University (WSU) and the University of Washington (UW). A multiple measured approach was employed consis...
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Published in | Journal of engineering education (Washington, D.C.) Vol. 87; no. 2; pp. 185 - 193 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
Oxford, UK
Blackwell Publishing Ltd
01.04.1998
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Subjects | |
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Abstract | An assessment system was developed and piloted in Washington state to evaluate the engineering design competence of community college transfer students and continuing students at Washington State University (WSU) and the University of Washington (UW). A multiple measured approach was employed consisting of a multiple‐choice assessment, a team design performance assessment, and an essay, each administered to junior level students at WSU and UW. These assessments covered important design and design‐related outcomes valued by the engineering community in Washington and expected of junior level engineering students. Scoring criteria were developed by engineering faculty for the team design and essay components. The assessment results provide faculty and other decision makers at community colleges and four‐year institutions with data they need to determine the extent to which students are meeting design competency expectations. Moreover, the approach described in this paper illustrates how institutions can productively address the ABET Engineering Criteria 2000 requirements by developing the assessment support that engineering educators need to make informed programmatic decisions and achieve continuous quality improvement. |
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AbstractList | An assessment system was developed and piloted in Washington state to evaluate the engineering design competence of community college transfer students and continuing students at Washington State University (WSU) and the University of Washington (UW). A multiple measured approach was employed consisting of a multiple‐choice assessment, a team design performance assessment, and an essay, each administered to junior level students at WSU and UW. These assessments covered important design and design‐related outcomes valued by the engineering community in Washington and expected of junior level engineering students. Scoring criteria were developed by engineering faculty for the team design and essay components. The assessment results provide faculty and other decision makers at community colleges and four‐year institutions with data they need to determine the extent to which students are meeting design competency expectations. Moreover, the approach described in this paper illustrates how institutions can productively address the ABET Engineering Criteria 2000 requirements by developing the assessment support that engineering educators need to make informed programmatic decisions and achieve continuous quality improvement. Abstract An assessment system was developed and piloted in Washington state to evaluate the engineering design competence of community college transfer students and continuing students at Washington State University (WSU) and the University of Washington (UW). A multiple measured approach was employed consisting of a multiple‐choice assessment, a team design performance assessment, and an essay, each administered to junior level students at WSU and UW. These assessments covered important design and design‐related outcomes valued by the engineering community in Washington and expected of junior level engineering students. Scoring criteria were developed by engineering faculty for the team design and essay components. The assessment results provide faculty and other decision makers at community colleges and four‐year institutions with data they need to determine the extent to which students are meeting design competency expectations. Moreover, the approach described in this paper illustrates how institutions can productively address the ABET Engineering Criteria 2000 requirements by developing the assessment support that engineering educators need to make informed programmatic decisions and achieve continuous quality improvement. |
Author | Trevisan, Michael S. Crain, Richard W. Calkins, Dale E. Gentili, Kenneth L. Davis, Denny C. |
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Copyright | 1998 American Society for Engineering Education Copyright American Society for Engineering Education Apr 1998 |
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References | Worthen, B.R., J.R. Sanders, and J.L. Fitzpatrick, Program Evaluation: Alternative Approaches and Practical Guidelines, Longman, New York, 1997, pp. 91-94. Thompson, B., "The Revised Program Evaluation Standards and Their Correlation with the Evaluation Use Literature," Journal of Experimental Education, vol. 63, no. 1, 1994, pp. 54-82. 1997 1996 May 1996 1994; 63 1992 January 1998 e_1_2_1_2_2 Trevisan M.S. (e_1_2_1_7_2) 1996 (e_1_2_1_3_2) 1998 Davis D.C. (e_1_2_1_5_2) 1996 Crain R.W. (e_1_2_1_6_2) 1997 Calkins D.E. (e_1_2_1_4_2) 1996 e_1_2_1_8_2 Worthen B.R. (e_1_2_1_10_2) 1997 e_1_2_1_9_2 |
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Title | Developing and Assessing Statewide Competencies for Engineering Design |
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