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

\bibitem{asee_peer_36920}
  Memarian, B., \& McCahan, S. (2021, July), \emph{Design of CAIR Assessment-monitoring Display }
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36920

Bahar Memarian and Susan McCahan.  "Design of CAIR Assessment-monitoring Display ".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36920 Internet.  11 Dec, 2024

\bibitem{asee_peer_36920}
  Bahar Memarian and Susan McCahan.
  "Design of CAIR Assessment-monitoring Display ".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36920 Internet.  11 Dec, 2024

@INPROCEEDINGS{asee_peer_36920
author = "Bahar Memarian and Susan McCahan"
title = "Design of CAIR Assessment-monitoring Display "
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36920}
number = {10.18260/1-2--36920}
}

TY  - CPAPER
AB  - 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. 
AU  - Bahar Memarian
AU  - Susan McCahan
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Design of CAIR Assessment-monitoring Display 
UR  - https://peer.asee.org/36920
DO  - 10.18260/1-2--36920
ER  -