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Engineering Design Assessment Processes and Scoring Scales for Program Improvement and Accountability
Author(s) -
DAVIS DENNY C.,
GENTILI KENNETH L.,
TREVISAN MICHAEL S.,
CALKINS DALE E.
Publication year - 2002
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2002.tb00694.x
Subject(s) - accreditation , curriculum , accountability , engineering design process , engineering management , engineering education , program design language , process (computing) , engineering , computer science , medical education , software engineering , psychology , pedagogy , medicine , mechanical engineering , political science , law , operating system
Assessment of student achievement in engineering design is an important part of engineering education and vital to engineering program accreditation. Systematic assessment of design is challenging yet necessary for program improvement. Programs with design distributed across the curriculum and with significant numbers of transfer students face special challenges in assessing students' design capabilities and providing meaningful feedback to improve design education. This manuscript presents an assessment process that supports effective transfer of design credits, feedback for improvement of design education, and evaluation of program success in design education. Mid‐program and end‐of‐program assessment strategies are included. Design scoring standards are presented to establish a basis for making performance comparisons within and among programs.