Overview of Capstone Project implementation in the Faculty of Electrical Engineering, Universiti Teknologi MARA, Malaysia

Pasya, Idnin; Junid, Syed Abdul Mutalib Al; Buniyamin, Norlida

doi:10.1109/iceed.2015.7451500

Cited by 4 publications

(8 citation statements)

References 4 publications

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“…The case studies or assessment rubrics by Potter et al (2006), Zytner et al (2015), Yousafzai et al (2015), and Pasya et al (2015) were reviewed with a summary of findings and analysis was presented in this section.…”

Section: Resultsmentioning

confidence: 99%

“…Table 3 summarises the characteristics of the assessment rubrics designed by Potter et al (2006), Zytner et al (2015), Yousafzai et al (2015) and Pasya et al (2015). Though the work by Potter et al (2006) is a little outdated compared to the others, it provides one of the earliest works on assessment rubrics on design skills among engineering students.…”

Section: Discussionmentioning

confidence: 99%

“…The selected case studies include Potter et al's (2006), one of the earliest literature which focuses on ABET's student outcomes; Zytner et al (2015) with focus on CEAB's programme outcomes; Yousafzai et al (2015) with focus on ABET's student outcomes; and Pasya et al (2015) with focus on EAC's programme outcomes. ABET and CEAB are selected as they are the founding members of the Washington Accord, whereby their assessment practices and strategies are very much sought after by other countries as a benchmark (Liew et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…As in the earlier case studies, these outcome statements are very similar to the Washington Accord's programme outcomes. Pasya et al (2015) have designed two sets of rubric to address the abovementioned outcomes for three assessment components, namely working progress, ethics, and project outcome. The weightage for the first assessment component, working progress is 20 percent which encompasses logbook; the second assessment, ethics (10 percent) which is evaluated based on the percentage of plagiarism of technical report and attendance of meeting; and finally, project outcome (70 percent) is evaluated by two assessment rubrics shown in Appendix A.4.…”

Section: Assessment Rubric 4 By Pasya Et Almentioning

confidence: 99%

“…The weightage for the first assessment component, working progress is 20 percent which encompasses logbook; the second assessment, ethics (10 percent) which is evaluated based on the percentage of plagiarism of technical report and attendance of meeting; and finally, project outcome (70 percent) is evaluated by two assessment rubrics shown in Appendix A.4. It shows the rubric on the technical report and project evaluation extracted from Pasya et al (2015) mapped to Popham's (1997) three essential features in a well-formed rubric, and IEA's (2013) attributes of complex problem solving and complex engineering activities.…”

Section: Assessment Rubric 4 By Pasya Et Almentioning

confidence: 99%

See 4 more Smart Citations

Comparative Study of Engineering Design Project Assessment Rubrics to Address the Washington Accord’s Complexity Attributes

Chia¹,

Marlia²,

Hamzah³

2021

AJEE

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Over the years, various reports confirmed the importance of complex problem-solving in the workplace. However, in most cases, engineering educators often fail to design assessment rubrics that drive the ability to solve complex problems among the students. Literature review revealed that the studies of assessment rubrics in higher education have been undertaken in a wide range of disciplines but not in the field of engineering. Hence this study attempts to present the gaps in four assessment rubrics which were designed to assess engineering design projects. It applied comparative case studies to analyze and synthesize the similarities, differences and patterns from the assessment rubrics to produce generalizable knowledge about how and why particular assessment rubrics work or fail to work against the attributes of complex engineering problem solving and complex engineering activities defined by the International Engineering Alliance (2013), and the essential features of rubrics proposed by James Popham (1997). The results showed that engineering rubric designers generally fulfilled the requirements of designing a rubric. The shortcomings, however, it was found that not all-important design skills were addressed and limited characteristics of complex engineering problem solving were practiced by engineering educators, and the absence of complex engineering activities in the design of assessment rubrics. The understanding of these shortcomings is expected to benefit engineering educators in enhancing their instructional materials for implementing complex problem solving in engineering design projects and subsequently improve the ability of the engineering graduates to solve complex problems.

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Section: Resultsmentioning

confidence: 99%