June 14, 2015
June 14, 2015
June 17, 2015
Design in Engineering Education
26.1409.1 - 26.1409.17
Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities Abstract Capstone design courses provide an excellent context for authentic assessment of many technical and professional outcomes achieved by engineering students. Many of the student outcomes that must be demonstrated for program accreditation by ABET are developed and evidenced in capstone projects. In addition, many of the high priority knowledge, skills, and abilities (KSAs) identified by engineering employers in the recent Transforming Undergraduate Engineering Education (TUEE) report* are naturally evidenced in capstone projects. But how many different outcomes can be assessed well in capstone courses while also achieving important student objectives, faculty objectives, and employer objectives? This paper presents a structure for prescribing assessment in capstone design courses to meet the following criteria: 1. Meets conditions that can lead to valid assessment of the selected outcomes 2. Focuses on outcomes vital to the success of capstone projects and teams 3. Addresses outcomes of high importance to engineering professional work 4. Integrates assessment with engineering products common to capstone courses 5. Minimizes “extra work” seen by students and instructors. This paper describes the process used to select and specify details of assessments meeting the criteria listed above. Results of the TUEE report and a workshop of capstone design faculty are utilized in establishing priorities for outcomes to be assessed. The paper defines outcomes best assessed in capstone design courses, identifies the purpose and type and timing of appropriate assessments, proposes key assessment questions, and offers rubrics for each assessment question. This paper presents an integrated model for assessment in capstone courses and invites discussion from capstone design instructors that can lead to development of a transferable set of assessments for capstone courses. Such a set of measures of student achievement, when validated, will enable the capstone design faculty to make informed curricular changes that improve preparation of engineering graduates for the challenges of this century.*ASEE. Transforming Undergraduate Education of Engineers -- Phase I: Synthesizing and Integrating Industry Perspectives. Washington, DC: American Society for Engineering Education, 2013.
Davis, D., & Rogers, P. (2015, June), Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24746
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