Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange
Abstract
Background: This work-in-progress paper describes an effort to modify a pre-existing course portfolio initiative in a large mechanical engineering undergraduate program to be used for multiple forms of program assessment while maintaining its value as a student learning tool. Purpose: This paper aims to outline the process that an ad-hoc department committee used to define what it wanted to assess in a required four-course second and third-year problem-based learning sequence by reviewing various rubric options. Design: Deciding what to assess and what language to use in a rubric involved a series of facilitated discussions. Results: Following a mock assessment exercise, the resulting rubric and assessment worksheet will be tested in a fullscale assessment in spring 2021. Conclusions: The discussions led course coordinators to better articulate learning objectives for the course sequence and a continuous improvement plan
