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Engineering Notebooks for Formative Assessment (Resource Exchange)

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Pre-College: Resource Exchange

Tagged Division

Pre-College Engineering Education Division

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Paper Authors


Kerrie A. Douglas Purdue University, West Lafayette (College of Engineering) Orcid 16x16

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Dr. Douglas is an Assistant Professor in the Purdue School of Engineering Education. Her research is focused on methods of assessment and evaluation.

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Tamara J. Moore Purdue University, West Lafayette (College of Engineering) Orcid 16x16

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Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM Integration in the INSPIRE Institute at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its power for student learning. Tamara Moore received an NSF Early CAREER award in 2010 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2012.

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Engineering Notebooks for Formative Assessment (P12 Resource Exchange)

Ability to assess students’ reasoning when making design decisions is as important as assessing their final design solutions. Yet, administering formative assessments may not always be feasible considering time constraints. Findings ways to embed assessment into the learning process itself may be an effective approach to assessment of student reasoning and design decisions. The Engineering Notebook for Middle School was developed to be used in conjunction with middle school engineering curriculum, both as the means for students to keep their own notes and scaffold through design, while also providing teachers with evidence of student learning. Our interdisciplinary team created assessments prompts for engineering design based on current U.S. standards for engineering in the middle school and informed design research. As such, the Engineering Notebook for Middle School was designed with the intention of use across a range of different engineering curricula. While there much diversity in how curricula present engineering design to students, all authentic engineering design processes have common features of first understanding what the problem/request is from a client, identifying the information needed to create effective solutions, generating potential solution, testing the solutions, deciding upon a solution, and seeking to make that solution as effective as possible within the constraints. Throughout the engineering challenge, each student would maintain an Engineering Notebook to document her or his engineering design processes. In this notebook, students will make observations, collect data, and plan for their design solution.

Engineering Notebook for Middle School was created as part of the [Blinded Name] project, which is an engineering, design-based approach to teacher professional development that has 50 teachers per year designing curricular units for science topic areas related to the Next Generation Science Standards. The project includes summer professional development and curriculum writing workshops, paired with coaching, to allow teams of teachers to design engineering curricular units focused on science concepts, meaningful data analysis, and measurement. The Engineering Notebook for Middle School has been field tested in classroom implementation. Engineering Notebooks will be on display so that participants will be able to visualize and discuss how it could be implemented across curricula. In addition, core design competencies and learning objectives will be provided and instructions will be given regarding which points a design process the questions are appropriate.

Douglas, K. A., & Moore, T. J. (2017, June), Engineering Notebooks for Formative Assessment (Resource Exchange) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28258

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