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Best Practices In Implementing An Engineering Mid Program Assessment

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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

Design, Assessment, and Curriculum

Page Count


Page Numbers

7.257.1 - 7.257.14



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Paper Authors

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Teodora Rutar

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Steven Beyerlein

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Phillip Thompson

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Lawrence McKenzie

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Denny Davis

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Kenneth Gentili

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Patricia Daniels

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Michael Trevisan

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu Session # 3425


Denny Davis, Michael Trevisan, Larry McKenzie Washington State University

Steven Beyerlein University of Idaho

Patricia Daniels, Teodora Rutar, and Philip Thompson Seattle University

Kenneth Gentili Tacoma Community College


This paper outlines practices that ensure quality in administering, interpreting, reporting, and maintaining the ‘Design Team Readiness Assessment’ developed by the Transferable Integrated Design Engineering Education (TIDEE) consortium in the Pacific Northwest. A copy of the instrument can be downloaded from The instrument assesses design process, teamwork, and design communication skills in three different contexts. Previous work has demonstrated how to achieve high inter-rater reliability through explicit scoring criteria and decision rules. For this reason, the ‘Design Team Readiness Assessment’ can be used to evaluate the preparation of beginning and mid-level engineering and engineering technology students across institutions and degree programs. Faculty who have implemented the instrument have found it to be a valuable classroom tool, promoting self-awareness of life-long learning skills in a variety of course settings and supporting action research on lower-division design experiences. Their discoveries are summarized here using a framework for assessment literacy that is widely used in the K-12 education community.


Representatives of both industry and academia rank design process, teamwork, and communication among the top five capabilities that emerging engineers need to possess 1. In response to such expectations, ABET Engineering Criteria 2000 now requires programs seeking accreditation to not only develop key competency areas such as these, but also to devise methods for assessing achievement and stimulating improvement in supporting skill sets 2. Because these skill sets are multi-faceted and span developmental levels, they are ideally addressed and assessed at multiple points in the curriculum3,4. A special challenge occurs in assessing capabilities of students who transfer among institutions and degree programs during their academic career. This situation, along with a passion for improving the quality of design education, was the challenge that inspired the formation of the Transferable Integrated Design Engineering Education (TIDEE) consortium5.

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

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Rutar, T., & Beyerlein, S., & Thompson, P., & McKenzie, L., & Davis, D., & Gentili, K., & Daniels, P., & Trevisan, M. (2002, June), Best Practices In Implementing An Engineering Mid Program Assessment Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11095

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