Sequential assessment of engineering design projects at university level

Abstract

Seven years of industrial experience followed by 30 years of academic research and teaching in structural engineering have led the author to believe that the prime objective of a university design course is not the design project itself but to train students to solve problems, as this will last them throughout their careers. It is shown how design projects can be formulated for the purpose of encouraging students to develop their problem-solving abilities. More importantly, a sequential assessment technique has been developed to quantify the students' ability to both think and learn as well as the students' grasp of the fundamental principles, all of which are required in problem-solving.

Students As Sequential Decision-Makers: Quantifying the Impact of Problem Knowledge and Process Deviation on the Achievement of Their Design Problem Objective

“…We use the term 'design objectives' in this study to refer to the technical objectives of a design problem such as 'maximizing efficiency' as opposed to a student's educational objectives such as improving communication or presentation skills. A student's achievement of their design problem objectives is influenced by factors such as their knowledge of the design problem and their design process [2][3][4][5][6][7]. Typically, students are provided with qualitative evidence of such factors that influence the achievement of their design objective, and they are given a grade accordingly [8].…”

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses

“…In addition to this tool assisting instructors in measuring their ability to transfer the learning objectives to the students, it also is intended to motivate students. As Oehlers points out, there is a body of work that shows how students are directly motivated by what they are being assessed on [1]. By pointing out to students the benefits of advancing through the modelling phase, they are likely to engage more actively in the process.…”

“…The design process can be broken down into a series of steps, which aid not only the designer or student in understanding where they are in the process of creating a finished design, but also help the instructor in assessing the learning that the student is engaging in. Assessing the design process appropriately is essential for the student to engage in deep learning, and in fact the assessment process itself steers such learning [1]. Due to this link between assessment and learning, it is necessary to ensure that each of the learning goals for teaching design is assessed appropriately.…”

“…It is important that this is made clear to both the assessor and the student. While the output of the phase, either a comprehensive and responsive model or a physical prototype, is important and can advance the project in important directions, it is essential that the mental processes involved are emphasised as they will last the student well into their professional career [1].…”

Implementing a Rubric-Based Assessment Scheme Into the Multidisciplinary Design Stream at Queen's University

“…As Oehlers points out, there is a body of work that shows how students are directly motivated by the assessment scheme with which they are being graded [3]. In order to ensure legitimacy of the work in the eyes of the students, and to maximize their understanding, it is important to have effective assessment of student design projects.…”