Reflection on classroom assessment in capstone design
Year: 2017
Editor: Anja Maier, Stanko Škec, Harrison Kim, Michael Kokkolaras, Josef Oehmen, Georges Fadel, Filippo Salustri, Mike Van der Loos
Author: Brennan, Robert; Li, Simon
Series: ICED
Institution: University of Calgary, Canada
Section: Design Education
Page(s): 225-234
ISBN: 978-1-904670-97-1
ISSN: 2220-4342
Abstract
In this paper, we use the general literature on classroom assessment as a basis to attempt raise some important issues in the area of classroom assessment in capstone design courses, and place this in the context of the authors’ experience with a capstone design course in mechanical engineering. Classroom assessment is analyzed in the context of both course learning outcomes and graduate attributes. Our results show that a combination of direct and indirect assessments are needed, both to provide a higher level of validation for the results, as well as to be able to reflect on the bigger picture of overall capstone design course objectives.
Keywords: Design learning, Education, Evaluation, Life-long learning