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Tools for Authentic Assessment Used in the Active Learning in the Virtual Enterprise System (ALIVE)

1. Introduction

The Active Learning In the Virtual Enterprise (ALIVE) system is an NSF CCLI sponsored effort to teach systems thinking, information technology, and business skills while integrating curriculum and disciplines. The Virtual Enterprise (VE) is a full scale manufacturing supply chain, integrated using information technology, and producing an actual product (desk clocks). Departmental laboratories are organized as business departments within the enterprise including engineering, manufacturing, assembly, and distribution.

ALIVE is a set of about twenty web-based learning modules, essentially short internships in different functional areas of the VE. As with an internship, students are given objectives, introduced to the business function, shown how the function is integrated using IT, exposed to economic and other systems issues, tested individually for comprehension, then asked to work on a team to achieve some business purpose. Students perform one or two learning modules of progressive difficulty in each undergraduate Industrial Engineering class; sometimes in conjunction with other disciplines such as business. ALIVE provides a practical and consistent means of developing realistic problem solving skills in engineering and business students reaching a variety of learning styles.

Student assessment within the ALIVE system is achieved through an authentic assessment process. The process uses instructor, industry, and student/peer feedback according to the six levels of authentic assessment: Basic Knowledge, Inquiry, Explanation, Problem-solving, Representation of Knowledge, and Metacognition. Rubrics are developed for each evaluation source to encourage development of skills relevant to practice throughout the curriculum. A scoring mechanism is described to alleviate the tension in student peer assessment between loyalty and honesty. Though this paper focuses on student assessment, system assessment is summarized.

2. Background

2.1 Engineering Education

The nature of engineering practice has changed significantly over the last three decades. The pace of change, driven by increased competitive pressures, has been particularly intense over the last decade. However, engineering education has not changed appreciably over that period. The

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Stanfield, P., & Moineau, C., & Morgan, S., & Udoka, S. (2006, June), Tools For Authentic Assessment Used In The Active Learning In The Virtual Enterprise System (Alive) Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--835