Using an engineering design problem to assess attainment of life-long learning

• Autores: B.E. Moreti, E.P. Naessens, K.S. Allen
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 23, no. 1, 2007, págs. 131-140
• Idioma: inglés
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• Resumen

  • Embedded indicators provide a direct measure of student performance against a defined curricular standard based on actual course work. When combined with other, more traditional measures of student outcomes, embedded indicators provide opportunities for validation and triangulation of assessment evidence. USMA uses established rubrics and cadet performance on embedded indicators in the curriculum to assess accomplishment of each of its ten program goals. One of these goalsÐcontinued intellectual developmentÐ reflects life-long learning, which is valued at many colleges throughout the country. This goal, however, is difficult to measure. We have overcome this difficulty through the implementation of a goal-centered general education curriculum based on established, collaboratively generated, goal standards. We identify course products, embedded in the curriculum, that are aligned with the standards and then develop instrument-specific rubrics that align the course product with the goal standard. We have used this assessment methodology to inform USMA faculty about the extent to which our students achieve the academic program goals that we have established.