Artificial Intelligence for Competency Assessment in Design Education: A Review of Literature

Khan, Sumbul; Blessing, Luciënne; Ndiaye, Yakhoub

doi:10.1007/978-981-99-0428-0_85

Cited by 4 publications

(1 citation statement)

References 52 publications

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“…It is worth noting that new advanced technologies such as AI are being associated with the complex assessment process. However, based on a literature review, Khan, Blessing & Ndiaye (2023) showed that despite growing interest and use of advanced techniques, ED assessment lacks a systematic and integrative approach to design competency and competency assessment. Most of the technologies used in the ED assessment focus on some aspects of a design competency.…”

Section: Introductionmentioning

confidence: 99%

Assessing Performance in Engineering Design Education From a Multidisciplinary Perspective: An Analysis of Instructors’ Course Review Reports

Ndiaye

Blessing

2023

Proc. Des. Soc.

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Performance assessment plays a crucial role in engineering education. Yet most instructor assessment focuses on student outcomes to analyse achievements. Although there is extensive research analysing student productions, however, few studies have explored assessment from instructor perspectives, especially when reporting their assessment practice. This study examines instructors' assessment of student performance through the lens of course review reports (CRRs). The CRRs were collected from 5 core undergraduate courses submitted for annual review and were related to the mappings of the measurable outcomes to performance indicators, assessment methods, and level of engagement. Regardless of the variability in reporting the student design experience, instructors' assessment and potential gaps, as well as strong existing correlations between some indicators and associated assessment methods, the study showed that the CRR may be a powerful and complementary approach to investigate the complexity of multidisciplinary design and design assessment.

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Section: Introductionmentioning

confidence: 99%

Assessing Performance in Engineering Design Education From a Multidisciplinary Perspective: An Analysis of Instructors’ Course Review Reports

Ndiaye

Blessing

2023

Proc. Des. Soc.

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BIDTrainer: An LLMs-driven Education Tool for Enhancing the Understanding and Reasoning in Bio-inspired Design

Chen,

Jiang,

Xia

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

Sornsenee,

Limsomwong,

Vichitkunakorn

et al. 2024

BMC Med Educ

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Background The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS. Methods A comprehensive assessment was conducted on first-year medical students ( n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P). Results Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams. Conclusion Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

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Artificial Intelligence for Competency Assessment in Design Education: A Review of Literature

Cited by 4 publications

References 52 publications

Assessing Performance in Engineering Design Education From a Multidisciplinary Perspective: An Analysis of Instructors’ Course Review Reports

Assessing Performance in Engineering Design Education From a Multidisciplinary Perspective: An Analysis of Instructors’ Course Review Reports

BIDTrainer: An LLMs-driven Education Tool for Enhancing the Understanding and Reasoning in Bio-inspired Design

Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

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