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Growing Assessment Capacity of Engineering Educators through ASSESS

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

NSF Grantees' Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

9

Page Numbers

23.651.1 - 23.651.9

Permanent URL

https://peer.asee.org/19665

Download Count

16

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Paper Authors

biography

Denny C. Davis Washington State University

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Dr. Davis is emeritus professor of Chemical Engineering and Bioengineering at Washington State University. He is project leader for the National Science Foundation grant supporting the development, implementation, and testing of ASSESS. He has led numerous projects focused on the development of assessment instruments for engineering design learning. He is a Fellow of ASEE.

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Jennifer E LeBeau Washington State University

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Dr. Jennifer E. LeBeau is a research associate in the Learning and Performance Research Center at Washington State University. Her current work focuses on program evaluation, with particular emphasis on understanding pedagogical practices to enhance adult learning and ways in which program evaluation can be taught effectively to graduate-level students. She presents regularly at national meetings and has several publications related to the STEM disciplines. She holds a B.S. in Biology from the University of Idaho and M.A. and Ph.D. degrees in Higher Education Administration from Washington State University, with an emphasis in Educational Psychology.

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Michael S. Trevisan Washington State University

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Dr. Mike Trevisan is associate dean for Research in the College of Education at Washington State University and a professor in Educational Psychology. He has collaborated with Dr. Denny Davis for the better part of 18 years in the development of engineering design curriculum and assessment. This work has been funded by the National Science Foundation through multiple grants and has resulted in numerous presentations and publications.

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Howard P Davis Washington State University

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Dr. Howard P. Davis received a B.A. from the Evergreen State College in 1976, a B.S. and a M.S. from WSU in 1981 and 1988 respectively, and a Ph.D. from the University of Oregon in 1993. He is currently the interim director of the Harold Frank Institute at WSU. He has been the president and CEO of IPM, a medical device company and Total Dynamics LLC a software company. He is also on the board of directors of Developing World Technologies, a company started by former students of the capstone class that he teaches. His interests include engineering and entrepreneurship pedagogy and assessment, technology development and clinical applications of biomedical instrumentation.

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Shane A. Brown P.E. Washington State University Orcid 16x16 orcid.org/0000-0003-3669-8407

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Dr. Shane Brown conducts research on cognition and conceptual change in engineering. He received his bachelor’s and Ph.D. degrees from Oregon State University, both in Civil Engineering. His Ph.D. degree includes a minor in Science and Mathematics Education. His master’s degree is in Environmental Engineering from the University of California, Davis. Dr. Brown is a licensed professional civil engineer and has six years of experience designing water and waste water treatment facilities in central California. He was the recipient of the NSF CAREER award in 2011. Dr. Brown’s research interests are in conceptual change, epistemology, and social or situated cognition. Specifically, his research focuses on theoretical approaches to understanding why some engineering concepts are harder to learn than others, including the role of language and context in the learning process.

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Brian F French Washington State University

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Dr. Brian French is an associate professor in Educational Psychology and co-director of the Learning and Performance Research Center in the College of Education at Washington State University. He teaches courses in measurement, statistics, and advanced quantitative methods. His research is in the area of educational and psychological measurement with an emphasis on test score validity. Samples of topics of interest include measurement invariance, structural equation modeling, item response theory, factor analysis, and Monte Carlo studies. Dr. French earned a B.A. in Psychology and Spanish from Seattle University and M.S. and Ph.D. degrees in Educational Psychology from Purdue University.

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Abstract

Growing Assessment Capacity of Engineering Educators through ASSESSEngineering educators increasingly choose assessments or are required to use assessments to determinethe impacts of educational or program innovations on students, faculty, or prospective students. Inaddition, outcomes-based accreditation of programs and institutions make program assessment mandatoryand raise the bar for assessment competencies of faculty. Writing competitive grant proposals alsorequires assessment of envisioned project impacts to obtain initial funding and to argue for subsequentfunding. On a classroom scale, individual faculty need easy-to-use assessment instruments to measurestudent learning under different instructional methods and classroom conditions. A major obstacle to eachof these assessment challenges is locating the right assessment instrument for the situation at hand and theoutcomes to be measured. In order to make effective and efficient decisions about utilizing assessmentinstruments, prospective users need quick access to information on quality and use of existinginstruments. This paper describes a web-based aid for identifying the assessment instrument desired whilealso growing the assessment capacity of engineering educators.The Appraisal System for Superior Engineering Education Evaluation-Instrument Sharing andScholarship (ASSESS) is a web-based information repository and instrument locator for assessment andevaluation instruments relevant to engineering education. The ASSESS database is populated withinstrument names and both technical and nontechnical characterizations of each instrument. It identifiesoutcomes for which an instrument is applicable, target audiences, administration conditions, andavailability of evidence for instrument reliability and validity. Each instrument is also described by asummary written for assessment novices and marked by visual indicators for amount of supportingevidence available and user ratings. Information provided for each instrument enables people accessingthe site to determine the appropriateness of individual instruments for an intended use.The ASSESS site also offers tools to facilitate locating the desired instruments and to help users tounderstand assessment and network with assessment professionals. Searches using both keywords andspecification of desired instrument characteristics enable the user to efficiently find the most relevantinstruments. A glossary of assessment terms and an assessment wiki offer basic assessment knowledge tohelp those new to assessment. In addition, users may rate instruments in ASSESS, suggest instruments forinclusion in ASSESS, and suggest revisions to the ASSESS website. The ASSESS website will undergouser testing in 2013, after which it will be launched fully and provide opportunities for evaluation expertsto post their availability to support engineering education project assessment. The combined features ofASSESS will build the engineering education assessment community and expand appropriate use ofassessments in engineering education.

Davis, D. C., & LeBeau, J. E., & Trevisan, M. S., & Davis, H. P., & Brown, S. A., & French, B. F. (2013, June), Growing Assessment Capacity of Engineering Educators through ASSESS Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19665

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