Combining the Tasks of Grading Individual Assignments and Assessing Student Outcomes in Project-Based Courses.

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Bibliographic Details
Title:	Combining the Tasks of Grading Individual Assignments and Assessing Student Outcomes in Project-Based Courses.
Authors:	Dahm, Kevin¹
Source:	Journal of STEM Education: Innovations & Research. Jan-Apr2014, Vol. 15 Issue 1, p20-31. 12p. 7 Charts.
Subject Terms:	Activity programs in education, Problem sets (Education), *Project method in teaching, Chemical engineering, Industrial chemistry
Abstract:	ABET requires that engineering programs demonstrate continuous assessment and continuous improvement in order to be accredited. Central to the process is establishing and assessing measurable "student outcomes" that reflect whether the objectives of the program are being met. This paper examines effective strategies for measuring outcomes while using faculty time efficiently. One well documented assessment strategy is constructing rubrics that measure achievement of desired outcomes and applying them to student work. The use of rubrics for grading of individual assignments and projects is also well documented. This paper demonstrates that a single rubric can be used for both tasks. In the Chemical Engineering program at Rowan University, assessment of student outcomes is primarily conducted through two project based courses. Projects in these courses are evaluated by the instructor using the rubric, and the data is used both for grading students and for program assessment. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	ABET requires that engineering programs demonstrate continuous assessment and continuous improvement in order to be accredited. Central to the process is establishing and assessing measurable "student outcomes" that reflect whether the objectives of the program are being met. This paper examines effective strategies for measuring outcomes while using faculty time efficiently. One well documented assessment strategy is constructing rubrics that measure achievement of desired outcomes and applying them to student work. The use of rubrics for grading of individual assignments and projects is also well documented. This paper demonstrates that a single rubric can be used for both tasks. In the Chemical Engineering program at Rowan University, assessment of student outcomes is primarily conducted through two project based courses. Projects in these courses are evaluated by the instructor using the rubric, and the data is used both for grading students and for program assessment. [ABSTRACT FROM AUTHOR]
ISSN:	15575276