June 15, 2014
June 15, 2014
June 18, 2014
Design in Engineering Education
24.360.1 - 24.360.13
Design Ability Assessment Technique There is an ongoing debate to determine which engineering design projects provide the greatest learning opportunity for students. Variations include: whether the client is hypothetical, from industry, or a member of a community organization, whether the product is a paper design, prototype, or fully functioning product, and whether the length of the project is a few weeks long, multi-‐semester, or multi-‐year. In order to compare the merit of each of the factors and measure the impact on student learning, an assessment technique must be developed. While students develop many versatile skills through design projects, such as communication, teamwork, leadership, and engineering science content, the largest impact is shown in students’ ability to design. Design projects can be the sole location that students are exposed to lessons in how to design, so this is the ideal skill to measure, as it is less likely to be affected by external factors. Using a combination of four-‐point Likert scale items, multiple-‐choice questions relating to a design scenario, and quantitative self-‐assessment, a design ability assessment technique was piloted in the Winter of 2013. The design ability construct was defined as an ability to define the problem, evaluate alternatives, and communicate the design. This was derived from a literature review and accreditation materials. Four-‐point Likert-‐scale items were also included concerning ethical awareness, which was defined as knowledge of equal treatment of all persons, ethical conduct in all situations, appreciating cultural diversity for all ethnicities, and possessing a keen awareness of engineers’ responsibility to society. The quantitative instrument was piloted to 200 students with a 10% response rate. While some items displayed a statistically significant result, other items were highly skewed, indicating a poorly written item. Using this information, the instrument was updated and is in the process of validation. This paper will discuss the original instrument, results of the pilot study, and the changes that were inspired by the study.
Osgood, L., & Johnston, C. R. (2014, June), Design Ability Assessment Technique Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20251
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