Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This paper describes ongoing modifications to the ABET assessment procedures in the Mechanical Engineering Department at a large, primarily-undergraduate state institution. These changes were made with the goal of improving alignment between in-class assessment practices and ABET assessment requirements. The first major change involves reviewing and revising the Performance Indicators for all Student Learning Outcomes. Specifically, the PI’s were rephrased for strong alignment with the revised Bloom’s Taxonomy, with a focus on higher order learning. The second major change is the development of descriptive rubrics for several major assessment tools. Two rubrics will be examined as examples: one for peer assessment of team members’ contributions in the program’s capstone design project and the second for a position paper on contemporary issues related to thermodynamics. Initial results from the revised rubrics showed several benefits, including ease and accuracy of assessment. Additionally, the authors suggest best practices for ensuring assessment alignment with ABET objectives by working backward from PI’s to write rubrics for assessment tools.
Gosselin, K. R., & Okamoto, N. (2018, June), Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30630
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015