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Paper 2003-1462

The In-class Use of Assessment and Rubrics by Student Groups to Improve Presentation Performance in Biomedical Engineering

Jack Wasserman, Monica Schmidt, Richard Jendrucko University of Tennessee at Knoxville

Abstract After many years of teaching, the shift of perspective to student learning has provided the most satisfying results. The student performance has exceeded all expectations based on past courses. In addition, it is now much easier to evaluate student progress in areas that do not require a specific numerical answer. The student response has been very positive as demonstrated by a 50% improvement in attendance. The objectives of improved communication, problem solving, and team skills in addition to a background in BME applications have been successfully demonstrated with projects, papers, and presentations.

This approach has provided additional benefits for the supervision of graduate students and for research planning. Although initially challenging, the benefits to cost ratio is so high that it is planned for incorporation in all courses in the curriculum.

I. Introduction This paper presents the results of having students use the instructor’s grading rubrics to assess both oral and written presentation. For the last three years, grading rubrics have been available on the course website. However, the general use of this information was unknown. The use of assessment has been shown to benefit the assessor more than the assessee1. The act of using the assessment criteria on other individuals’ work, clarifies deficiencies in the assessor’s work.

“Rubrics are scoring tools containing criteria and a performance scale that allows us to define and describe the more important components that comprise complex performances and products”2. The process of developing a rubric requires the determination of performance criteria and the key factors that define the characteristics for specific performance criteria. The performance criteria with their key factors can also be used for assessment with the removal of the performance scale1. The students were required to assess both presentations and paper of other groups using the performance criteria, but using the SII assessment format.

The broad nature of biomedical engineering demands that biomedical engineers consider the specific audience then are addressing and to focus on the objective of their presentations. The methods, described in this paper, clearly demonstrated a significant improvement in the both written and oral presentations.

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

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Jendrucko, R., & Wasserman, J., & Schmidt, M. (2003, June), In Class Use Of Assessment And Rubrics By Student Groups To Improve Presentation Skills In Biomedical Engineering Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11647