Improving Learning in First-Year Engineering Courses through Interdisciplinary Collaborative Assessment.

This paper describes a feedback process that assessed first-year engineering student learning using a mastery exam. The results were used to improve learning and teaching in first-year courses. To design the initial exam, basic knowledge and concepts were identified by instructors from each of the host departments (Chemistry, Math, Physics and Computer Science). In 2004, the 45-item exam was administered to 191 second-year engineering students, and in September 2005, the revised exam was administered to the next class of second-year engineering students. The exam was analyzed using Item Response Theory (IRT) to determine student abilities in each subject area tested. Between exam administrations, workshops were conducted with the four department instructor groups to present exam results and discuss teaching issues. The exam provided a learning assessment mechanism that can be used to engage faculty in science, mathematics, and engineering in productive linkages for continued improvement to curriculum. [ABSTRACT FROM AUTHOR]