June 23, 2013
June 23, 2013
June 26, 2013
Two Year College Division
23.70.1 - 23.70.10
A Multi-Pronged Approach to Assessing Technical and Non-Technical Workforce Skills in a Two year CollegeThis case study will detail the use of rubrics and other assessment tools in a two year Tool, Dieand Mold Making program. As a result of industry feedback, a community college adopted fourworkforce skills to be integrated into all curricula, college wide. Multiple methods ofmeasurement were identified for each workforce skill. The workforce skills identified were: • Communication - Communicate effectively through speaking, listening, and writing. • Critical Thinking - Use critical thinking to analyze and solve problems. • Technical Skills - Demonstrate knowledge and competence in academic and technical fields of study. • Teamwork - Demonstrate positive, effective, and appropriate interpersonal skills.The integration of these workforce skills also resulted in a more comprehensive approach toassessment. This program requires multiple individual and team projects in the laboratoryportion, and design projects for the classroom portion of core courses. Rubrics were developedfor all individual and group projects. As part of the effort to integrate workforce skills, writtenplans, post-project analysis, and presentations were also required. The resulting plans, rubrics,and analysis may be used by students to construct a portfolio over their course of study, whichdemonstrates all of the workforce skills. Student work was evaluated through self-assessment,peer assessment and instructor assessment.For example: A skill list and corresponding scoring rubric was developed for each lab project.Using these tools, students would assess their own success on a project. The instructor wouldthen perform an assessment. They would discuss the assessments, reach consensus, and agree ona plan moving forward. This approach provides the student with clear expectations, and realtime feedback. It also serves to create a culture of continuous improvement. The resultingassessment information can be applied at many levels for continuous improvement. The studentcan demonstrate skill progression through the portfolio. This information can be aggregated foranalysis and improvement at the course and program level. The result is a multi-level model forassessment and improvement.
Bailey, B. D. (2013, June), A Multi-Pronged Approach to Assessing Technical and Non-Technical Workforce Skills in a Two Year College Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19084
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