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A Model For The Evaluation Of Innovative Engineering Courseware: Engineering An Assessment Program

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2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

Assessment Issues

Page Count


Page Numbers

7.65.1 - 7.65.11



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Paper Authors

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Steve Watkins

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Richard Hall

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Nancy Hubing

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David Oglesby

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Vikas Yellamraju

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Ralph Flori

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Timothy Philpot

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Session 3130

A Model for the Evaluation of Innovative Engineering Courseware: Engineering an Assessment Program

Richard H. Hall, Timothy A. Philpot, David B. Oglesby, Ralph E. Flori, Nancy Hubing, Steve E. Watkins, and Vikas Yellamraju

University of Missouri – Rolla


This paper describes a general model for assessment of instructional innovations used by the University of Missouri – Rolla’s Media Design and Assessment Laboratory and an example of the model’s application. This model is based on three themes: a) iterative assessment with on- going feedback; b) triangulation of multiple outcome and process measures; and c) progressive application of multiple experimental methodologies. The model was applied in the form of two experiments that took place during the early stages of an on-going project that includes the development of multimedia modules for Basic Engineering Mechanics of Materials classes. The model’s themes and components are presented, followed by a discussion of the example experimental methodology, results, and consequent recommendations.


A. Need

A great deal of time, money, and effort have gone into the development of learning technologies of all sorts in Engineering Education courseware over the years, and the pace has increased exponentially in the last decade due to the World Wide Web. Unfortunately, a substantial number of these technology-based learning innovations are integrated without any thought given to design issues, and, most importantly, without any thought to systematic evaluation of the impact of these technologies [1]. In fact, systematic evaluation of learning innovations, in general, have been greatly lacking over the years. This is particularly unfortunate because, without this type of feedback on new techniques and innovations, the most effective practices are not emphasized, and those that are ineffective remain. In response to this basic problem, some large organizations and agencies have identified evaluation and assessment as a fundamental hallmark of effective education. This is dramatically illustrated by the 2000 ABET criteria for engineering education [2], which emphasizes the importance of a recursive method of course and curriculum evaluation, a process that will surely lead to more effective practices.

It is not surprising, however, that there is still such a lack of emphasis on assessment and evaluation given some of the constraints: a) Criterion measures for learning are difficult to identify and measure; b) Laboratory studies can be artificial and field studies can be lacking in

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Watkins, S., & Hall, R., & Hubing, N., & Oglesby, D., & Yellamraju, V., & Flori, R., & Philpot, T. (2002, June), A Model For The Evaluation Of Innovative Engineering Courseware: Engineering An Assessment Program Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10465

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