Reflection on classroom assessment in capstone design

DS 87-9 Proceedings of the 21st International Conference on Engineering Design (ICED 17) Vol 9: Design Education, Vancouver, Canada, 21-25.08.2017

Year: 2017
Editor: Anja Maier, Stanko Škec, Harrison Kim, Michael Kokkolaras, Josef Oehmen, Georges Fadel, Filippo Salustri, Mike Van der Loos
Author: Brennan, Robert; Li, Simon
Series: ICED
Institution: University of Calgary, Canada
Section: Design Education
Page(s): 225-234
ISBN: 978-1-904670-97-1
ISSN: 2220-4342


In this paper, we use the general literature on classroom assessment as a basis to attempt raise some important issues in the area of classroom assessment in capstone design courses, and place this in the context of the authors’ experience with a capstone design course in mechanical engineering. Classroom assessment is analyzed in the context of both course learning outcomes and graduate attributes. Our results show that a combination of direct and indirect assessments are needed, both to provide a higher level of validation for the results, as well as to be able to reflect on the bigger picture of overall capstone design course objectives.

Keywords: Design learning, Education, Evaluation, Life-long learning

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