June 24, 2017
June 24, 2017
June 28, 2017
Design in Engineering Education
How can self-assessment instruments be used to understand student learning in design, build, and test engineering design courses? We contend that current assessment methods, which focus on design artifact performance, often fail to fully characterize student learning. We contend that student learning outcomes, related to principles of design, in courses involving design, build, and test projects are improved when instructors de-emphasize design performance and instead focus on promoting the learning acquired through reflection on doing as embodied in Kolb’s experiential learning construct. The incorporation of experiential learning provides the opportunity to facilitate learning by forcing students to learn through reflection on doing while student self-assessment provides instructors with a method to assess learning. In this paper, we explain how two instruments embodying student self-assessment that we employ in our course, AME4163: Principles of Engineering Design, the learning statement (LS) and the Material Internalization Inventory (MII), are leveraged to understand the progression of student learning and internalization of the Principles of Engineering Design (POED). We report how students value particular lessons over others in terms of near and long-term utility. Of note in our findings are the impact of a post-mortem exercise on student confidence in their design abilities in both the near and long-term and how teams and individuals take away differing lessons from the design process.
Autrey, J. L., & Siddique, Z., & Mistree, F. (2017, June), Work in Progress: A Strategy for Assessing Learning Through Reflecting on Doing Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/29141
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