Aligning classroom assessment with engineering practice: A design‐based research study of a two‐stage exam with authentic assessment

Abstract

Background: Authentic assessment and two-stage exams have recently received attention; however, they are rarely used together. We reimagine assessment by integrating an authentic, computer-based assessment into the structure of a two-stage exam in a large engineering class. Purpose: We seek to identify ways that such assessment extends classroom testing to better align with engineering practice by examining the ways teams negotiate uncertainty to make engineering decisions. We also identify differing students' reactions to increased uncertainty during tests.Design/Method: Using the methodical framework of design-based research, we analyze performance and reflection data for 117 student teams through two design iterations to explore four design and theoretical conjectures. Results: Teams chose multiple solution paths to this authentic task, an aspect that aligns with the characteristics of engineering practice that we seek to assess. In addition, the technology tool allows the evaluation of procedural accuracy for many of the teams' chosen paths. The teams' decision-making performances correlate; however, decision-making and traditional assessments do not correlate, suggesting they measure different competencies. The computerbased second stage provides a holistic assessment that shifts the messages that students implicitly receive about valued practices in the classroom. However, not all students took up the authentic group assessment in desired ways.Conclusions: Technology-based two-stage exams with authentic assessment show promise to shift testing practices in large engineering classes to include decision-making. Such assessments better align with engineering practices that are valued in the profession, but more work is needed to develop systems for widespread implementation.

Las tarjetas como recurso didáctico para la enseñanza de la estadística: La experiencia en un curso de didáctica específica

“…Thus, an authentic assessment activity requires students to use their skills and knowledge to demonstrate their ability to analyze the task and synthesize, with the understanding that the potentially correct answer may not always be evident or obvious (Ashford-Rowe et al, 2014). Consequently, authentic assessment is characterized by several features, including reality, complexity, and meaning (Thomas, 2021), as it requires students to stimulate their mode of reasoning and solve problems inherent to their field (Koretsky et al, 2022). According to the literature, authentic assessment should set a challenging task, foster outcomes in terms of an action or product, ensure the transmission of knowledge, incorporate metacognition as one of its components, promote the ability to discuss and provide feedback, and include the opportunity for collaboration (Ashford-Rowe et al, 2014).…”

New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics

“…In this case, the examination employed an innovative method that deviated from conventional assessment practices by requiring students to invent and solve their own mathematical tasks as well as peer-correct other students' tasks. The examination method can be seen as an example of authentic assessment, which aims to evaluate students' knowledge and skills in a context that mirrors real-world situations [61]. By inventing and solving their own mathematical tasks, students are encouraged to apply their understanding of mathematical concepts to novel situations, fostering deeper learning and better preparing them for future challenges.…”

Enhancing Online Practical Courses in Mechanical Engineering: Development and Analysis of Innovative Methods

“…Distance learning should be taken advantage of and integrated into the domain of practical mechanical online courses. Students must have a margin of initiative in distance courses, practices in engineering classes must include a decision making (Koretsky et al, 2021). According to their scientific and technical levels, they must have some flexibility in acquiring knowledge or experiences.…”