Development and Deployment of a Rubric Based on Fink’s Cognitive Dimensions in a Fluid Mechanics and Heat Transfer Class with Potential Applications in a Variety of Engineering Classes

Baba Abdul; David B. Thiessen; Bernard J. Van Wie; Gary Robert Brown; Olusola O. Adesope

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Research in Assessment
Tagged Division: Educational Research and Methods
Page Count: 21
Page Numbers: 25.441.1 - 25.441.21
DOI: 10.18260/1-2--21199
Permanent URL: https://peer.asee.org/21199
Download Count: 890

Paper Authors

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Baba Abdul Washington State University

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Baba Abdul obtained an M.Sc. in chemical engineering from the Ahmadu Bello University (ABU), Zaria, Nigeria, in 2005, and has had some work experience in the chemical process industries, mainly crude oil processing, refining, and solids processing. He is currently working on a Ph.D. that includes elements of fluid mechanics in small helicosymmetric channels and engineering education.

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David B. Thiessen Washington State University orcid.org/0000-0003-4283-5914

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Bernard J. Van Wie Washington State University

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Bernard Van Wie has been teaching for 30 years, first as a graduate student at the University of Oklahoma, and then as a professor at Washington State University. Over the past 15 years, he has devoted himself to developing novel teaching approaches that include components of cooperative/collaborative, hands-on, active, and problem/project-based learning (CHAPL) environments.

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Gary Robert Brown Portland State University

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Olusola O. Adesope Washington State University, Pullman

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Olusola O. Adesope is an Assistant Professor of educational psychology at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources, knowledge representation through interactive concept maps, meta-analysis of empirical research, and investigation of instructional principles and assessments for engineering designs.

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Abstract

Development and Deployment of a Rubric Based on Fink’s CognitiveDimensions in a Fluid Mechanics and Heat Transfer Class with Potential Applications in a Variety of Engineering ClassesThere is a need for better and more objective assessments of student cognition especially at theengineering college level. This is important to capture essential intellectual abilities that may bemissed through conventional testing, produce assessments that are far more descriptive ofstudent cognition than a single holistic grade, link learning outcomes and professionalcompetencies, enable multiple evaluators to apply the same criteria to judge the same work anddesign better formative interventions. This paper reports on the development and subsequentdeployment of a rubric based on Fink’s cognitive dimensions of Foundational Knowledge (F),Application (A) and Integration (I) in a Fluid Mechanics and Heat Transfer (FMHT) class thoughit has potential broader multi-disciplinary applicability. Professors from Chemical Engineering,Mechanical Engineering and Education alongside graduate students from Chemical Engineeringwere involved in the development of the rubric. Definitions of what exactly constitute F, A and Iin the subject domain were negotiated, scales indicating levels of performance were agreed uponand a minimum competency “anchor” line was drawn. Deployment of the rubric was donefollowing a Convergent Participation Model (CPM) to be described in the body of the paper.Three main types of assessment artifacts namely traditional text-book problems, professor-crafted worksheets and final examination problems were rated for the aforementioned cognitivedimensions. A portion (25%) of the anonymous artifacts were selected and rated by 2 differentpanels consisting of professors and graduates students involved in the rubric development, orotherwise trained in its use. Our premise was that we would see consistent ratings for the F, A,and I dimensions and that ratings for the worksheets would be identical to those for traditionaltextbook problems. However, the three dimensions were found to produce different ratings,depending on the depth and complexity of the assignment, and the three types of assessmentartifacts were found to differ significantly in rubric outcomes. These and other interestingfindings are discussed with a view to designing better learning experiences and assessments.

Citation
Format

Abdul, B., & Thiessen, D. B., & Van Wie, B. J., & Brown, G. R., & Adesope, O. O. (2012, June), Development and Deployment of a Rubric Based on Fink’s Cognitive Dimensions in a Fluid Mechanics and Heat Transfer Class with Potential Applications in a Variety of Engineering Classes Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21199

TY  - CPAPER
AB  -  Development and Deployment of a Rubric Based on Fink’s CognitiveDimensions in a Fluid Mechanics and Heat Transfer Class with Potential           Applications in a Variety of Engineering ClassesThere is a need for better and more objective assessments of student cognition especially at theengineering college level. This is important to capture essential intellectual abilities that may bemissed through conventional testing, produce assessments that are far more descriptive ofstudent cognition than a single holistic grade, link learning outcomes and professionalcompetencies, enable multiple evaluators to apply the same criteria to judge the same work anddesign better formative interventions. This paper reports on the development and subsequentdeployment of a rubric based on Fink’s cognitive dimensions of Foundational Knowledge (F),Application (A) and Integration (I) in a Fluid Mechanics and Heat Transfer (FMHT) class thoughit has potential broader multi-disciplinary applicability. Professors from Chemical Engineering,Mechanical Engineering and Education alongside graduate students from Chemical Engineeringwere involved in the development of the rubric. Definitions of what exactly constitute F, A and Iin the subject domain were negotiated, scales indicating levels of performance were agreed uponand a minimum competency “anchor” line was drawn. Deployment of the rubric was donefollowing a Convergent Participation Model (CPM) to be described in the body of the paper.Three main types of assessment artifacts namely traditional text-book problems, professor-crafted worksheets and final examination problems were rated for the aforementioned cognitivedimensions. A portion (25%) of the anonymous artifacts were selected and rated by 2 differentpanels consisting of professors and graduates students involved in the rubric development, orotherwise trained in its use. Our premise was that we would see consistent ratings for the F, A,and I dimensions and that ratings for the worksheets would be identical to those for traditionaltextbook problems. However, the three dimensions were found to produce different ratings,depending on the depth and complexity of the assignment, and the three types of assessmentartifacts were found to differ significantly in rubric outcomes. These and other interestingfindings are discussed with a view to designing better learning experiences and assessments.
AU  - Baba Abdul
AU  - David B. Thiessen
AU  - Bernard J. Van Wie
AU  - Gary Robert Brown
AU  - Olusola O. Adesope
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Development and Deployment of a Rubric Based on Fink’s Cognitive Dimensions in a Fluid Mechanics and Heat Transfer Class with Potential Applications in a Variety of Engineering Classes
UR  - https://peer.asee.org/21199
DO  - 10.18260/1-2--21199
ER  -