June 15, 2014
June 15, 2014
June 18, 2014
K-12 & Pre-College Engineering
24.1155.1 - 24.1155.13
Teachers’ First Attempts Assessing Middle School Engineering Design WorkEngineering has made its way into many K-12 classrooms over the past ten years.Teachers are asked to teach engineering through engaging engineering design projectswith little (i.e., daylong to weeklong professional development workshops) to nopreparation or background knowledge in engineering. Even with limited preparationmany teachers do quite well implementing exciting engineering activities leading to highquality final prototypes from their students. However, assessment remains to be an areathat is under-emphasized in professional development activities. Assessing the students’final engineering work can pose many challenges as the work is often completed inteams, takes many differing forms across the class, and does not consist of “right”answers. However, professional development opportunities often focus on the seeminglymore pressing issues of providing teachers the necessary background engineeringknowledge and specific curriculum knowledge such that teachers can begin teachingengineering. The study presented in this paper investigated six middle school teachers as theyembarked on teaching an approximately 15-hour engineering design curriculumfollowing a one-week professional development workshop. The goal of the study was tounderstand the various types of teacher knowledge the teachers used and developed overthe course of implementing and engineering design curriculum. The data presented comesfrom one-on-one interviews (each approximately 20 minutes in length) with the teacherswhere they were asked to talk about designing a rubric for their students’ final projects.They were then asked to apply this rubric to a few sample projects from their class. Thedata reveal common themes or features the teachers focused on in their design of therubric. The teachers initially focused on team and process-oriented features (e.g.,teamwork, organization, steps of design process) and how well the final solution worked.The teachers tended to focus less on knowledge-oriented features relating to theapplication of STEM (science, technology, engineering, and mathematics) principles asthey developed their rubrics. As the teachers applied their newly developed rubrics totheir students’ final projects, they focused on surface features of teamwork and processand struggled to identify the specific technical accomplishments of the teams’ work. Theconclusion includes implications and future research work related to developing teachers’engineering project assessment skills and knowledge.
Hynes, M. M., & Moore, T. J., & Purzer, S. (2014, June), Teachers' Attempts Assessing Middle School Engineering Design Work Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23088
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: © 2014 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