Developing and Assessing Engineering Competencies at Experiential Learning Spaces

Garay-Rondero, Claudia Lizette; Calvo, Ericka Zulema Rodríguez; Salinas-Navarro, David Ernesto

doi:10.1109/fie43999.2019.9028355

Cited by 12 publications

(3 citation statements)

References 9 publications

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“…Figura 2 -Mapa conceitual para desenvolver e avaliar competências em espaços de aprendizagem experimental. Adaptado de: GARAY-RONDERO; CALVO;SALINAS- NAVARRO (2019) …”

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Relatos de Experiências em Engenharia de Produção 2023

2023

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Relatos de Experiências em Engenharia de Produção 2023 (Volume I) / Andressa Clara Barbosa De Araujo; Ricardo de Faria Corrêa; José Donizetti de Lima; Alexandre Formigoni; Luciana Maciel Boeira; Roberto Portes Ribeiro; Bruna Andrade Machado; Cleiton Rodrigues de Vasconcelos; Eder Oliveira Abensur; Everton Luiz Vieira; Joao Bosco Goncalves; Elisa Granha; Dayse Mendes; Camila Costa Dutra; Fabiano Leal; Juliana Helena Daroz Gaudencio; Flávio Henrique Batista de Souza; Luciana Hazin Alencar – São Paulo: ABEPRO, 2023. 299p

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“…Figura 2 -Mapa conceitual para desenvolver e avaliar competências em espaços de aprendizagem experimental. Adaptado de: GARAY-RONDERO; CALVO;SALINAS- NAVARRO (2019) …”

unclassified

Relatos de Experiências em Engenharia de Produção 2023

2023

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“…One of the underlying principles of the proposed method was the use of rubrics as a competency assessment approach. That included defining the desired learning outcomes and the performance levels for each competency of the undergraduate's profile (e.g., [2], [6], [16], [17], [29]). Table 2 summarizes the assumptions used in the development of the proposed method, which is based on [17], [30] and [31].…”

Section: Proposed Competency Assessment and Monitoring Methodsmentioning

confidence: 99%

Proposition of a Method to Monitor Higher Education Students’ Competence Development through Assessment Rubrics

Cannarozzo Tinoco,

Nodari,

Rabelo

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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The competency-based education model has been one of the paths taken by higher education institutions concerned with offering programs relevant to the market and societal needs. However, adapting teaching to a competency-based education model can bring many challenges, such as assessing and monitoring competencies. Indeed, few studies address how to structure and implement a comprehensive competency-based education model and systematically assess and monitor competence development. This article proposes a method for evaluating the development of curricular competencies of Industrial Engineering undergraduate students at the Federal University of Rio Grande do Sul in Southern Brazil. The method uses assessment rubrics as a tool for faculty to assess student competence development throughout the entire program. More specifically, we propose rubrics to assess competencies at three stages: initial (first semesters of the program), intermediate (approximately halfway through the program), and final (final semesters) in order to track their development throughout the program. The developed method follows four steps: i) selection of the courses for the competence assessment; ii) development of the assessment rubrics; iii) definition of methods and tools for applying rubrics; and iv) definition of how competence assessment rubrics would be organized and communicated. The assessment rubric developed is a table-like structure composed of four parts. The first has the three elements of competencies (knowledge, skills and attitudes). The second has the expected learning outcome for each one of the three elements. The third has the descriptors for each of the four performance levels (beginner, under development, satisfactory, and advanced) per learning outcome. The fourth and last one shows the courses where each learning outcome will be assessed. The method was tested in an Industrial Engineering undergraduate program at the Federal University of Rio Grande do Sul in Brazil. Regarding the assessment results, the method proposes that faculty members must provide feedback to students and use these results to promote improvement in the development of competencies throughout the course. This method allows the undergraduate program to monitor how students developed each competence at different performance levels throughout the courses. Based on the results, we expect to encourage the method's use to monitor the development of university students' competencies.

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“…The nano-satellite (nano-meaning under 10 kg) kits and technology tools were provided to students to help them engage in experiential learning, described by Kolb as hands-on activities requiring the student to take an active role in their learning [1], which increases learning effectiveness [2,3]. Students do practical activities using legitimate technologies and tools from the aerospace industry to advance their learning, and build a community of practice as defined by Wenger to collaboratively solve a problem [4]; the course's space 'mission' challenge projects.…”

Section: Introductionmentioning

confidence: 99%