2011
DOI: 10.24908/pceea.v0i0.4019
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A Competency-Based, Student-Centered Assessment Model for Engineering Design

Abstract: The new first-year engineering design and communications course at the University of Calgary has adopted a competency-based, student-centered model for assessing learning. Satisfactory performance in this course requires mastery of core competencies in four categories: ability to function as a member of a team, ability to contribute effectively to product or process design, ability to communicate effectively using the written word, ability to communicate effectively through the medium of drawing. Every assignm… Show more

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Cited by 3 publications
(4 citation statements)
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“…ENGG 251/253 Engineering Design and Communication, a full year required course, challenges first year students to deal with real world problems, requires them to delve into their own experiences and knowledge, and to relate this to the engineering knowledge developed throughout the year [1]. The learning objectives for the course involve introducing the students to basic design methodology, written literacy and visual literacy [1].…”
Section: Course Descriptionmentioning
confidence: 99%
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“…ENGG 251/253 Engineering Design and Communication, a full year required course, challenges first year students to deal with real world problems, requires them to delve into their own experiences and knowledge, and to relate this to the engineering knowledge developed throughout the year [1]. The learning objectives for the course involve introducing the students to basic design methodology, written literacy and visual literacy [1].…”
Section: Course Descriptionmentioning
confidence: 99%
“…The learning objectives for the course involve introducing the students to basic design methodology, written literacy and visual literacy [1]. With over 700 students enrolled in the two term course a team approach is needed.…”
Section: Course Descriptionmentioning
confidence: 99%
See 1 more Smart Citation
“…This assessment approach requires that students demonstrate satisfactory performance in specified measurable outcomes for progression, rather than meeting a particular overall average in a range of assessments as is commonly used. It is a core element in some medical education programs [8] and is being explored in engineering programs including in Canada [2,3,5,6].…”
Section: Introductionmentioning
confidence: 99%