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Wicked problems and assessment in engineering education: Developing and evaluating an analytic rubric

Johanna Lönngren (Institutionen för tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)(Chalmers)) ; Tom Adawi (Institutionen för tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)(Chalmers)) ; Magdalena Svanström (Institutionen för teknikens ekonomi och organisation, Miljösystemanalys)
Proceedings of the 7th Research in Engineering Education Symposium. Bogota, Colombia, 6-8 July. (2017)
[Konferensbidrag, refereegranskat]

Previous research indicates that engineering education does not adequately prepare students to address complex, ill-structured, real-world problems, such as wicked problems (WPs), and that one reason for this may be a lack of robust assessment instruments. In recent years, assessment rubrics have been developed and evaluated for a variety of learning outcomes, but no rigorously tested rubric has yet been developed for assessing engineering students’ ability to integratively address WPs. The aim of this paper is to fill this gap by introducing an analytic rubric for assessing engineering students’ written responses to WPs and evaluating its reliability, validity, and utility. The results suggest that the rubric can support reliable and valid assessment if raters are carefully trained. The utility of the rubric for formative assessment and teacher professional development was most prominent.

Nyckelord: wicked problems; engineering education; assessment; rubric; reliability; validity; utility



Denna post skapades 2017-07-31.
CPL Pubid: 250856

 

Institutioner (Chalmers)

Institutionen för tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)(Chalmers) (2011-2017)
Institutionen för teknikens ekonomi och organisation, Miljösystemanalys

Ämnesområden

Hållbar utveckling
Utbildningsvetenskap
Didaktik
Lärande

Chalmers infrastruktur

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