Outcomes Assessment Using Capstone Experiences Joseph A. Shaeiwitz Chemical Engineering Department West Virginia University P.O. Box 6102 Morgantown, WV 26506-6102 304-293-2111 ext. 2410 [email protected]. edu http://www.che.cemr.wvu.edu/ugrad/ outcomes/
Outcomes Assessment Using Capstone Experiences. Joseph A. Shaeiwitz Chemical Engineering Department West Virginia University P.O. Box 6102 Morgantown, WV 26506-6102 304-293-2111 ext. 2410 [email protected] http://www.che.cemr.wvu.edu/ugrad/outcomes/. Assessment Survey. - PowerPoint PPT Presentation
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Outcomes Assessment Using Capstone Experiences
Joseph A. ShaeiwitzChemical Engineering Department
Apply engineering science inability to apply principles weak application of principles
good application of principles
superior application of principles
Response to questions indicates ability to apply these principles
response to questions demonstrates lack of ability to apply these principles
response to questions shows gaps in ability to apply these principles
response to questions shows clear ability to apply these principles
response to questions shows superior ability to apply these principles
Scoring Sheet for all Design Projects
Technical Content Design of equipment, analysis of performance of existing equipment, understand interrelationship between equipment in process
Apply chemistry, math, physics, engineering science Resolve complex problem into components Apply economic, physical constraints and optimization methods to obtain solution
Computer usage Application of safety principles Other economic, global, societal, and legal considerations
Oral Presentation
Effective use of visual aids Presentation organization Effective use of software to prepare visual aids Group synergism/dynamics Presentation mechanics Response to questions
Written Report
Report mechanics Content Effective use of software to prepare written report
Converts from norm-referenced to criterion-referenced grading
B. E. Walvoord and V. J. Anderson, Effective Grading. A Tool for Learning and Assessment, Jossey-Bass, 1998.
Our Experiences Five-point scale is difficult to develop We use four-point scale shown earlier Approximate grades
• A = several 4, all others 3• B = all 3• C = average about 2.5 or so• D = average around 2• F = average well below 2
Large-Group Design Project Students work under direction of
student chief engineer Faculty members play roles – one is
client, other is student company vice president
Evaluations like in company Rubric developed for grading
Participation (35%)
F D C B A
No attendance Did not
complete assignment and displayed poor attitude
No participation in group meetings
Missed 5 or more group meetings
Turned in assignments sporadically
Displayed a poor attitude during group activities
Missed 3 or more group meetings
Turned in late assignments
Was not task oriented during group meetings
Attended all group meetings
Completed all assignments
Worked well with the group during meetings
Attended all group meetings
Completes all assignments with an excellent attitude
Performed extra tasks that produced new insight within the group
Technical Quality (40%)
F D C B A
No understanding & synthesis of research
The ideas were not expressed clearly
Major errors throughout design calculations
Poor understanding & synthesis of research
The ideas were not expressed clearly
Many minor errors in calculations
Average understanding & synthesis of research
The ideas were expressed clearly
Few errors in design calculations
Good understanding & synthesis of research
The ideas were expressed clearly
No errors in design calculations
Excellent understanding & synthesis of research
Ideas exceeded expectations and were expressed clearly
No errors in design calculations
Communication (25%)
F D C B A
Outline Development of rubrics to assess
capstone experiences Simultaneous assessment and
grading Using oral presentations for
assessment of capstone experiences
Summary
Feedback from Q & A Session
Have presentation followed by question and answer session
Students get immediate feedback Ask questions and follow-up
questions Look for patterns – common errors
or common good ideas
Types of Questions Asked Can they explain what was done
and why? Quiz students on related or
peripheral concepts Error is observed – convert
session into tutorial How has student applied what
was learned?
Information Seeking
Level of understanding and ability to communicate it
Was “right” answer obtained for wrong reason or accidentally?
Is “big picture” understood? How was solution obtained?
Example – weak student Student chooses reactor
temperature of 325°C Question: Why was this reactor
temperature chosen? Good: Because it was economic
optimum Bad: I just chose it
Example – better student Student chooses reactor temperature
of 325°C and shows graph illustrating that it is economic optimum
Question: Why is this optimum? Why are economics less favorable above and below this temperature?
Good: Provides explanation Bad: I just tried a range of
temperatures and this is what I found.
Example – very good student Student chooses reactor temperature
of 325°C, shows graph illustrating that it is economic optimum, and explains why
Question: Did you investigate other variables such as pressure, conversion?
Good: Yes, and explains result Bad: No, I just investigated
temperature.
Example – excellent student
Student chooses reactor temperature of 325°C, shows graph illustrating that it is economic optimum, explains why, and does same for other decision variables
Question: It becomes more difficult to find good questions
Exercise 4
Ask me questions about this presentation aimed at revealing my understanding of assessment, ABET EC 2000, rubric development, etc.
Outline Development of rubrics to assess
capstone experiences Simultaneous assessment and
grading Using oral presentations for
assessment of capstone experiences
Summary
Summary Assessment using capstone
experiences can complement surveys – assessment by the faculty
It is possible to include many outcomes in capstone experiences
Identify desired attributes of capstone experiences
Summary (cont’d) Can develop rubrics to assess
capstone experiences Can use primary trait analysis for
simultaneous assessment and grading
Can use oral presentations as part of assessment of capstone experiences
Web Site
http://www.che.cemr.wvu.edu/ugrad/outcomes/
Assessment Survey
Please complete the post-workshop assessment survey