Gosselin, K. R., & Okamoto, N. (2018, June), Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30630

\bibitem{asee_peer_30630}
  Gosselin, K. R., \& Okamoto, N. (2018, June), \emph{Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30630

Kathryn R. Gosselin and Nicole Okamoto.  "Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30630 Internet.  24 Apr, 2024

\bibitem{asee_peer_30630}
  Kathryn R. Gosselin and Nicole Okamoto.
  "Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30630 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_30630
author = "Kathryn R. Gosselin and Nicole Okamoto"
title = "Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30630}
number = {10.18260/1-2--30630}
}

TY  - CPAPER
AB  - This paper describes ongoing modifications to the ABET assessment procedures in the Mechanical Engineering Department at a large, primarily-undergraduate state institution. These changes were made with the goal of improving alignment between in-class assessment practices and ABET assessment requirements. The first major change involves reviewing and revising the Performance Indicators for all Student Learning Outcomes. Specifically, the PI’s were rephrased for strong alignment with the revised Bloom’s Taxonomy, with a focus on higher order learning. The second major change is the development of descriptive rubrics for several major assessment tools. Two rubrics will be examined as examples: one for peer assessment of team members’ contributions in the program’s capstone design project and the second for a position paper on contemporary issues related to thermodynamics. Initial results from the revised rubrics showed several benefits, including ease and accuracy of assessment. Additionally, the authors suggest best practices for ensuring assessment alignment with ABET objectives by working backward from PI’s to write rubrics for assessment tools.
AU  - Kathryn R. Gosselin
AU  - Nicole Okamoto
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics
UR  - https://peer.asee.org/30630
DO  - 10.18260/1-2--30630
ER  -