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Design of CAIR Assessment-monitoring Display

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Tagged Division

Educational Research and Methods

Page Count

8

DOI

10.18260/1-2--36920

Permanent URL

https://peer.asee.org/36920

Download Count

51

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Paper Authors

biography

Bahar Memarian University of Toronto

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Bahar Memarian is a researcher, educator, and analyst with research interests in Human Factors Engineering and Engineering Education. She received her Ph.D. (2021) in Industrial Engineering and the Collaborative Specialization in Engineering Education at the University of Toronto, Canada. Before that, she completed her MASc. (2015) and BASc. (2012) in Electrical Engineering from the University of Toronto.

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biography

Susan McCahan University of Toronto

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Susan McCahan is a Professor in the Department of Mechanical and Industrial Engineering at the University of Toronto. She currently holds the positions of Vice-Provost, Innovations in Undergraduate Education and Vice-Provost, Academic Programs. She received her B.S. (Mechanical Engineering) from Cornell University, and M.S. and Ph.D. (Mechanical Engineering) from Rensselaer Polytechnic Institute. She is a Fellow of the American Association for the Advancement of Science in recognition of contributions to engineering education has been the recipient of several major teaching and teaching leadership awards including the 3M National Teaching Fellowship and the Medal of Distinction in Engineering Education from Engineers Canada.

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Abstract

This work in progress (WIP) paper describes the conceptual design of an information visualization display. Earlier the authors proposed a 6-item coding scheme for the evaluation of engineering problem-solving skills. The coding scheme is called CAIR which stands for Constructive Alignment Integrated Rating system. CAIR can offer insight into the abstractions and depth of errors present in the solution to any closed-ended engineering problem. However, on its own, CAIR cannot communicate the grading styles of teaching assistants or problem-solving abilities of students in aggregate for a test, course, courses, and so on. The goal of this work is to visualize and make meaning of CAIR-related assessment data. Our display design is inspired by concepts from the domain of human factors engineering. A low-fidelity conceptual design and walk-through of the display are provided and key scenarios and tasks the instructor can achieve via using the display are explored. The display can inform the instructor on both the quality of the marking done by the assessor(s) and common problem-solving errors committed by the students across a problem, test, and so on.

Memarian, B., & McCahan, S. (2021, July), Design of CAIR Assessment-monitoring Display Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36920

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