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An Assessment Framework for First-Year Introduction to Engineering Courses

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

First-Year Programs: Assessment

Tagged Division

First-Year Programs

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Paper Authors


Senay Purzer Purdue University, West Lafayette (College of Engineering) Orcid 16x16

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Senay Purzer is an Associate Professor in the School of Engineering Education. Her research focuses on teaching and assessment associated with key aspects of engineering design such as innovation and decision-making.

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Kerrie A Douglas Purdue University, West Lafayette (College of Engineering) Orcid 16x16

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Dr. Douglas is an Assistant Professor in the Purdue School of Engineering Education. Her research is focused on methods of assessment and evaluation unique to engineering learning contexts.

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Jill Anne Folkerts Purdue University


Taylor V. Williams Purdue University, West Lafayette (College of Engineering) Orcid 16x16

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Taylor Williams is a Ph.D. student in engineering education at Purdue University. He is currently on an academic leave from his role as an instructor of engineering at Harding University. While at Harding he taught undergraduate engineering in biomedical, computer, and first-year engineering. Taylor has also worked as a systems engineer in industry. Taylor received his master's in biomedical engineering from Tufts University and his bachelor's in computer engineering and mathematics from Harding University.

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In this evidence-based practice paper, we describe an assessment framework that applies to first-year introductory engineering courses. First-year engineering courses cover a variety of learning objectives that address both technical and professional outcomes outlined in ABET. These courses also often involve open-ended design and modeling projects. The assessment of multiple competencies along with open-ended design can be a challenging task for educators. In this paper, we describe a framework that guides instructional processes for effective assessment for student learning. This assessment-centered teaching and learning framework helps connect specific learning objectives to broader learning goals or competencies and on-going formative feedback targeting student progression on specific learning objectives. Our plan is to refine the framework using a design-based research approach. Following the description of the model and its development, we present results from the first cycle of implementation. We conclude by discussing hybrid ways for combining traditional methods of assessment with the ability to highlight performance expectations and the appropriate uses of the framework in the classroom.

Purzer, S., & Douglas, K. A., & Folkerts, J. A., & Williams, T. V. (2017, June), An Assessment Framework for First-Year Introduction to Engineering Courses Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27552

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