A COMPETENCY-BASED, STUDENT-CENTERED ASSESSMENT MODEL FOR ENGINEERING DESIGN
| Autor: | Marjan Eggermont, D. J. Caswell, Clifton R. Johnston, D. M. Douglas |
|---|---|
| Rok vydání: | 2011 |
| Předmět: |
Engineering
Knowledge management business.industry Process (engineering) media_common.quotation_subject Core competency Process design General Medicine Work (electrical) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Portfolio Product (category theory) business Function (engineering) Engineering design process media_common |
| Zdroj: | Proceedings of the Canadian Engineering Education Association (CEEA). |
| ISSN: | 2371-5243 |
| DOI: | 10.24908/pceea.v0i0.4019 |
| Popis: | The new first-year engineering design and communications course at the University of Calgary has adopted a competency-based, student-centered model for assessing learning. Satisfactory performance in this course requires mastery of core competencies in four categories: ability to function as a member of a team, ability to contribute effectively to product or process design, ability to communicate effectively using the written word, ability to communicate effectively through the medium of drawing. Every assignment in the course is aimed at evaluating one (or more) of the core competencies from these categories. Student work is assessed as Excellent, Good, or Requires Additional Work. Because our focus is on competency, we permit students to redo any of their work to achieve a better assessment. Students must achieve the minimum of a Good on every assignment to have established competency and pass the course. Students can also redo assignments to move from a Good to Excellent assessment. Students compile term work into portfolios. The portfolios illustrate the progression of learning to both instructors and students. Students also use the portfolio to highlight their design and communication abilities to future employers. The new competency-based approach used at the University of Calgary is more effective than traditional assessment models because it requires students to learn from one another and to reflect on their learning. Students receive feedback by following a four-step process: 1) Comparison to posted examples of student work, 2) Discussion with other students, 3) Generation of a written self-assessment, 4) Feedback on self-assessment by instructors. This assessment approach reinforces the skills needed for engineering design. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|