Promoting Problem-solving Proficiency in First-year Engineering: PROCESS Assessment

The goal of this study is to enhance research-based practice in engineering education by evaluating the PROCESS assessment tool as a grading rubric in a coordinated first year engineering course. PROCESS is an acronym for a 7-stage model of problem solving: Problem definition, Representing the problem, Organizing information, Calculations, Evaluating the solution, Solution communication, and Self-assessment. Six assignments were graded with the PROCESS rubric throughout the semester. At the end of the semester, students (n=341), instructors (n=7), and graders (n=5) completed surveys about their perceptions of the course and PROCESS. Student perceptions were modestly positive and performance data indicated students were able to improve their assignment performance in the course, especially for students with average overall grades. Instructors and graders see potential in the PROCESS rubric, and provided insight into improving the tool. This investigation is instrumental to the improvement of students’ problem solving skills by focusing on the process as well as the final solution. Conducting assessment using a validated problem solving assessment tool will make it possible to track learning gains through the strategic utilization of standardized data analytics.