June 26, 2011
June 26, 2011
June 29, 2011
Engineering Design Graphics
22.759.1 - 22.759.17
Graphical Communications: A Concept Inventory For Pre/Post Test Assessment ASEE AbstractAbstractEngineering graphics is a fundamental skill required for students to be successful engineers; inthe past, a year-long, two-course sequence was devoted to teaching engineering graphics. Todaymost engineering programs allot a single semester to teaching engineering graphics, in spite ofthe increased content. Coupled with this decrease in class time is an increase in studentmisconceptions, faculty increasingly encounter students who are to correctly solve problemswhile possessing the incorrect conceptual frame for the posed problems Therefore, engineeringgraphics faculty must be efficient in their delivery of course material while ensuring that studentsare learning and understanding the key concepts to engineering graphics.In order to enable faculty to identify key areas of student misconceptions in graphics, we havedeveloped a concept inventory for engineering graphics encompassing line-types, isometric andorthographic projection, scaling, section views, auxiliary views, and dimensioning. A conceptinventory is a highly structured standardized test designed to reveal concepts of high importancealong with student misconceptions about a specific body of knowledge. In addition to revealingstudent misunderstandings, concept inventories are now accepted as an assessment tool forABET as proof of student learning and achievement.To ensure validity of the concept inventory, a Delphi study was conducted with all the expertfaculty members who teach Introductory Graphical Communications, IGC, at XXX. Theresultant pre/post-test assessment focuses on the visualization (theoretical) skills of the course.The five experts were asked to individually generate a list of core concepts students need toknow to be successful at graphical communications. The initial list of concepts was consolidatedand condensed into a preliminary concepts ranking table associated by general concept. Theexperts were asked to rate all provided concepts in the preliminary ranking table as essential (E),nonessential (N), or optional (O). Experts were also asked to rank each concept as to thedifficulty in student learning (0-7). Results from the preliminary concept ranking table,depending on expert congruence and agreement, were used to generate the concept inventory forthe pre/post-test assessment. Finally, data from student think aloud activities were used toreword questions and to create the multiple-choice distractors.This paper focuses on the development and progress of the graphical communications conceptinventory focusing on the process and the challenges encountered while creating a new conceptinventory, the validity, reliability, item discrimination, item difficulty, and the item total scorecorrelation of the 300 participant field study will be presented. Preliminary findings from theJanuary 2011 field test will also be presented.Clearly a concept inventory for graphical communication is needed; the Delphi method providedsuch an instrument that can be used across multiple settings, universities, classrooms. Thisconcept inventory will help faculty and students learn more effectively in the current learningenvironments provided for engineering graphics.
Steinhauer, H. M. (2011, June), Graphical Communications: A Concept Inventory Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18040
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