Search

The competency-based education model has been one of the paths taken by higher education institutions concerned with offering programs relevant to the market and societal needs. However, adapting teaching to a competency-based education model can bring many challenges, such as assessing and monitoring competencies. Indeed, few studies address how to structure and implement a comprehensive competency-based education model and systematically assess and monitor competence development. This article proposes a method for evaluating the development of curricular competencies of Industrial Engineering undergraduate students at the Federal University of Rio Grande do Sul in Southern Brazil. The method uses assessment rubrics as a tool for faculty to assess student competence development throughout the entire program. More specifically, we propose rubrics to assess competencies at three stages: initial (first semesters of the program), intermediate (approximately halfway through the program), and final (final semesters) in order to track their development throughout the program. The developed method follows four steps: i) selection of the courses for the competence assessment; ii) development of the assessment rubrics; iii) definition of methods and tools for applying rubrics; and iv) definition of how competence assessment rubrics would be organized and communicated. The assessment rubric developed is a table-like structure composed of four parts. The first has the three elements of competencies (knowledge, skills and attitudes). The second has the expected learning outcome for each one of the three elements. The third has the descriptors for each of the four performance levels (beginner, under development, satisfactory, and advanced) per learning outcome. The fourth and last one shows the courses where each learning outcome will be assessed. The method was tested in an Industrial Engineering undergraduate program at the Federal University of Rio Grande do Sul in Brazil. Regarding the assessment results, the method proposes that faculty members must provide feedback to students and use these results to promote improvement in the development of competencies throughout the course. This method allows the undergraduate program to monitor how students developed each competence at different performance levels throughout the courses. Based on the results, we expect to encourage the method's use to monitor the development of university students' competencies. [ABSTRACT FROM AUTHOR]

Context: In science, technology, engineering, and mathematics (STEM) subjects, project-based assessment has been a key component of the assessment landscape, due to its authenticity and effectiveness as a learning approach. Problem: Large classes require marking of student assignments to be distributed among several markers. This raises the problem of consistency among markers, who may interpret assignment requirements and marking scales differently. Approach: We tried two approaches to rubric design, in attempt to provide markers with clear guidelines for assigning marks, and thereby yield consistent results among markers. The first approach, employed to mark final reports submitted by engineering students in a capstone project class, used a 10-point qualitative scale that markers used to mark components of an assignment. The second, employed in marking a series of deliverables submitted by students as a group project in a Master's level computer science project class, used "Yes/No" questions to assessed components of each deliverable. These were then aggregated, and converted into scores on the same 10-point qualitative scale. Results: We found that both approaches facilitated speedy but thorough marks: the 10-point rubric allowed markers to mark an entire final report in 60 minutes or less, while the "Yes/No" rubrics required between 10 and 20 minutes per deliverable, depending on size. Consistency was good for both approaches, with the "Yes/No" approach producing higher consistency at the expense of greater up-front effort. Also, while markers appreciated the speed of marking enabled by "Yes/No" rubrics, some were frustrated that there was no middle mark that they could apply to certain components. The 10-point rubric was easier to create, but produced lower initial consistency, which then had to be resolved in post-marking discussions between markers. Conclusion: Both approaches enable acceptable consistency when different markers mark the same subset of student assignments. The 10-point rubric takes little time to prepare and deploy, but requires more effort on the part of markers to produce acceptable consistency. The "Yes/No" rubric is easier for the markers to use, but requires more initial effort to create. Thus, the choice between one or the other is a trade-off between when effort is available to expend on consistency. [ABSTRACT FROM AUTHOR]

This article introduces the American Association of Colleges and University's (AAC& U) Value Rubrics to smaller colleges and describes how the Value Rubrics (2009) offered free to download from the AAC&U website may be used as effective assessment tools in academic and information literacy courses and programs on their campuses. This article also describe why and how a small Kansas college has proceeded to use the AAC&U Value Rubrics alongside the SAILS pre- and post-test to assess a for-credit information literacy course offered to undergraduate students. [ABSTRACT FROM AUTHOR]

This research focused on the development of analytic/task specific rubric for assessment items in Manufacturing subjects. Rubrics are evaluation tools that assisted the process based on an assessment and report on student achievement by educators. Prior to the design of specific rubric, educators can decide whether the performance or product will be scored holistically or analytically. Thus, this research generates analytic/task specific rubrics for assessment items such as lab reports, written reports and oral presentations on manufacturing subjects. The critique about the existing method of grading has been discussed and the pros and cons of the proposed method have been discussed in this research. Currently, the assessment items in the manufacturing subjects used a holistic/general rubric. It provides students with an overall evaluation of the performance or product that some of the detailed does not being provided and diagnostic with feedback such as strengths and weakness of the performance/product. It gives a quick snapshot of overall status or achievement, in example, the speed of scoring is more significant than knowing how to precisely describe quality. The main drawbacks of the holistic rubrics are not as good in identifying the weaknesses and strengths, and planning instruction, for example, two students can get the same score for vastly different reasons. To avoid these drawbacks, this research was proposed to develop analytic/task specific rubrics for assessment items in the manufacturing subjects. Analytic rubric provides several scores or ratings for a product or performance. It showed relative strengths and weaknesses assess the complicated skills, detailed feedback to students and parents, products, or performances that several dimensions are needed to be clear. [ABSTRACT FROM AUTHOR]

From the year 2008, the Innovation Centre of the Information Technology Foundation for Education in Estonia runs the process of awarding "Estonian e-Course Quality Label" to applicants from different national vocational and higher education institutions. The process of awarding quality labels is structured on three tiers: self-assessment, organizational and expert level. The process which is described in our previous article (Villems, 2013), needs well defined criteria as considerable bases for evaluation. For self-assessment and expert level evaluations, the quality criteria are prepared in the form of two rubrics, both with more than 20 quality criteria. Both rubrics coincide in majority of questions, but the selfevaluation rubric has additional criteria, which only authors of the course are able to evaluate. To make the process of evaluation smoother and easier to manage, interactive web-based software was developed. As the real responsibility for the content of the course is in the hands of particular educational organization, we did not prepare e-learning course evaluation criteria for them. Their evaluation has to reflect students' feedback and agreement with the quality of the content. In this paper we will discuss the choice of criteria used in the above-mentioned rubrics, and how we explain their four levels, from poor to excellent. We also describe the process of choosing and further development of these criteria and explain how these are connected with our "Quality Manual for e-Courses (Pilt, 2010). Feedback on the described quality process is gathered during quality assessment evaluation process from different parties each year (applicants i.e. authors of the e-courses, expert evaluators and quality team members). Based on this feedback continuous further development of quality criteria and rubrics is taking place. We enhance the list of criteria in rubrics, criteria explanations, interactive web tool and all other aspects of this e-learning quality process. [ABSTRACT FROM AUTHOR]

Research shows that feedback on students' writings can greatly help students to learn, provided that the feedback is given in a timely manner, is sufficiently informative for the students and that opportunities are present for students to act on the feedback (Hattie and Timperley, 2007; Shute, 2008; Gibbs, 2010). In practice, however, it appears that in spite of the amount of time teachers spend on assessing their students' work, the potential gains to be made from feedback, frequently remain untapped by students. In the last decade, there has been a steady growth in the area of dedicated marking and feedback tools, including marking software for written essays (Heinrich and Milne, 2012; van Boxel, 2012). The practical and pedagogical benefits these tools offer, include easier assignment handling and storage of feedback, and more varied ways in which feedback on written student work can be constructed. Whilst the rich potential for more effectiveness of teacher's marking practices is starting to emerge, it is recognised that the real impact is yet to be illustrated, and that further evidence is required, especially with regards to educators' points of view (Buckley and Cowap, 2013; Herman et. al, 2014). This paper presents the results of a case study which took place in an introductory Psychology course taken by 500 first-year students at the VU University Amsterdam. Twelve teachers provided first year Psychology students with online feedback on a series of written essays using the GradeMark marking tool. Different feedback types were employed at various stages of the essay writing process, such as text annotations and grading forms ('rubrics'). The tutors all made use of the same set of pre-developed feedback fragments and rubrics. The first aim of the case study was to investigate whether the shift to an online marking process would help teachers to develop a more efficient workflow, and consequently save time. The second aim of the study was to investigate how the use of different types of digital feedback instruments would contribute to the quality of the feedback. Teachers' and students' perceptions regarding effectiveness and feedback quality were obtained via online questionnaires and interviews with the course coordinators. Results show that the use of GradeMark did save time according to half of the teachers. Particularly text-annotated feedback that is directly linked to the work of the students, combined with personal summarizing remarks, was perceived as quality-enhancing by students as well as teachers. The perceptions of the effectiveness of a rubric (grading forms) revealed a more mixed picture amongst both groups. Recommendations for implementation of a digital feedback tool in large courses with multiple teachers are discussed. [ABSTRACT FROM AUTHOR]

Based on addressing the motivational needs identified in Self-Determination Theory (Ryan & Deci, 2000), the paper outlines an engaging approach to developing research skills in a coursework masters program. Self-Determination theory is a needs-based theory of motivation, focusing on basic human needs to relate to others in a group, to strive for competence, and to enjoy autonomy. According to Deci and Ryan (2002), social environments which fulfil these needs will result in motivated, engaged and successful individuals. Our students enjoy autonomy in their choice of topic and develop competence in research skills. Although each student conducts an individual project, they support each other throughout the program. The paper reports the findings of a survey of the participants in the 2012 cohort, identifying whether students perceived a difference before and after the research subject in their competence and confidence in conducting research. It reports the actions students considered had contributed to any differences, whether they were actions by the students themselves, by their fellow students or members of staff. The paper also discusses a staged approach to assessment in this research subject, and shares an example of a rubric for critical analysis. The paper concludes that creating a positive environment with support from staff and fellow students enhances motivation for current and future research. Limitations of the study include the small sample size. The paper offers some suggestions for further research, including replicating the study with larger samples. [ABSTRACT FROM AUTHOR]

Presentation of an educational outcomes measure methodology based on results obtained from traditional evaluations (used to qualify students' performance and learning). A successful use of the described methodology is reported, as part of a quality system that controls an academic program. [ABSTRACT FROM PUBLISHER]

Nowadays, a revolution in education is taking place by shifting from the teacher-centered approach to the learner-centered approach. Due to the lack of ability and skills in problem solving, Problem-Based Learning (PBL) is introduced in numerous academic disciplines such as engineering, computer science, and others. Problem Based-Learning is one of the pedagogy approaches that enable students to work in groups to solve real-life problems, whilst the lecturer takes on the role as a facilitator of learning. In conducting the Problem-Based Learning class, the assessment of Problem-Based Learning course involves several evaluation components, namely the written evaluation, the presentation evaluation and the peer evaluation. Several phases or stages are needed in the implementation of PBL and each of phases requires different evaluation. Due to the tedious works and cumbersome process in needed to assist the formative evaluation for PBL. Thus, the main objective of this paper is to describe a customizable rubrics model for PBL formative evaluation. The model was derived based on the existing rubrics tools. Besides, observation on several previous researches in designing rubrics for supporting educational environment is carried out to firm the model. This paper focuses on formative evaluation in assessing the initial and ongoing activities in problem solving, together with result or outcome of the problem solution. It also focuses on the individual performance assessment from the perspectives of the team members. This study is expected to provide a fair, manner and efficiency method of Problem-Based Learning formative evaluation that corresponds to any course contents. [ABSTRACT FROM AUTHOR]

I have implemented a peer-assessment system in an introductory physics course, where students assess each other's homework. Students are provided with descriptive rubrics to guide them through the process. In this paper I describe the implementation of the peer-assessment process, discuss the role of rubrics, present data of agreement of students' assessment with the instructor's, and show evidence of student improvement in evaluation abilities. [ABSTRACT FROM AUTHOR]

Engineering education is central to technology creation and economic growth. It is a major contributor to human welfare. It is based on pure science, mathematics, and technology. It is about analyzing, modeling, and proposing solutions to day-to-day problems taking into consideration various constraints, such as, laws of nature, optimized cost and time, regulations and politics, and culture and ethical values. This paper focuses on the effect of changing curricula on engineering education and engineering graduates. We will present in detail the scenario of engineering programs in the South Pacific, accompanied with real survey data. [ABSTRACT FROM PUBLISHER]

Assessing student learning outcomes becomes more critical than ever to all universities in Hong Kong as the higher education system is migrating from the current three-year undergraduate curriculum to the four-year curriculum in the fall of 2012. This paper introduces an assessment plan developed in the School of Engineering at The Hong Kong University of Science and Technology to gather evidence on student learning outcomes through both internal and external stakeholders over a complete cycle. A number of surveys for different stakeholders are purposefully aligned to allow comparison between the two cohorts of students as well as among students, faculty, and employers. Assessment rubrics are systematically developed and embedded in all surveys and the assessment of capstone experience to facilitate a meaningful interpretation of results. [ABSTRACT FROM PUBLISHER]

Proficiency in professional skills related to teamwork, ethical responsibility, oral communication, impact of engineering solutions, life-long learning, and contemporary issues is critical for success in the multi-disciplinary, intercultural team interactions that characterize 21st century engineering careers. Yet, programs across the nation have struggled to define, teach, and measure professional skills since their introduction as ABET criteria for engineering programs in 2000. The Engineering Professional Skills Assessment (EPSA) is a direct assessment method centered on one of several inter-disciplinary scenarios that frame a contemporary societal problem, a generalized set of discussion questions intended to guide a meaningful, 45 minute discussion of multiple scenarios among 4–6 students, and the Engineering Professional Skills rubric that is broadly applicable for all scenarios. In this mini-workshop, participants will examine one scenario in detail along with self-scoring and peer-scoring of a scenario discussion among workshop participants. This experience will be structured to produce small-group and large-group insights about administering and scoring the EPSA in classroom situations. The intended audience for this workshop includes faculty who teach courses identified for collecting data on ABET professional skills, ABET coordinators from the entire spectrum of engineering programs, and ABET engineering program evaluators. [ABSTRACT FROM PUBLISHER]

We are in charge of the Introduction to Operating Systems course at the school of Engineering of the University of Buenos Aires (FIUBA) and in a sister institution. Both courses are developed in parallel and placed in the same semester of the program. Each course has a different set of teaching assistants. To overcome overcrowded classes and lack of interaction time, at FIUBA we decided to use a rubric in the grading of the programming assistant. Teaching assistants at the other institution do not lack interaction time and courses are a lot less crowded, so they discarded the rubric idea regarding it as bureaucratic burden. We assumed that the exposure to the rubrics experience will make some sort of difference. We decided to use the same programming assignments and the same final exams in both institutions in order to make the experiences comparable. Our findings are presented and discussed in this paper. [ABSTRACT FROM PUBLISHER]

In this study, which involves 73 second year university students, the researchers aimed to develop a rubric to solve questions on Newton’s Law of Motion and show the effectiveness of the designed rubric on problem solving. Having completed the content analysis, researchers presented the topics to the students. The students were first administered with 8 questions and then the aims, design, types and use of rubrics. During one week study, students were also asked to create their own rubrics as a group to evaluate the solutions of the questions on Newton’s Law of Motion. Finally, the same 8 questions were administered along with the developed rubric. The effectiveness of the rubric was judged considering the scores of the students from the questions pre and post rubric. © 2007 American Institute of Physics [ABSTRACT FROM AUTHOR]