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Reflection on classroom assessment in capstone design

Reflection on classroom assessment in capstone design

Year: 2017

Section: Design Education

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

Pages: 225-234

ISBN: 978-1-904670-97-1

ISSN: 2220-4342

Abstract

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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ds conferenceICED17 The 21st International Conference on Engineering Design, 21-25th August 2017

ICED17 The 21st International Conference on Engineering Design, 21-25th August 2017The 21st International Conference on Engineering Design ICED17 to be held August 21-25, 2017, in Vancouver, British Columbia, Canada. Theme: Resource-Sensitive Design Paper submission deadline: December 19, 2016 For full details go to: http://iced17.org. The forthcoming International Conference on Engineering Design, ICED17, will continue to be a great forum where the design community comes together to share insights, discover new ideas, create new design ventures, and form friendships....

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