Student Assessment on Team-based Design Project in Engineering
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Student Assessment on Team-based Design Project in Engineering. 2010 ASEE Brown Bag Luncheon on Project Assessment Dr. Stephen Canfield Department of Mechanical Engineering Tennessee Technological University March 23, 2010. About The project.
Student Assessment on Team-based Design Project in Engineering
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Student Assessment on Team-based Design Project in Engineering 2010 ASEE Brown Bag Luncheon on Project Assessment Dr. Stephen Canfield Department of Mechanical Engineering Tennessee Technological University March 23, 2010
About The project • All students in ME3610 engage in/join the EIME project • EIME is a team-based, multi-disciplinary design experience created around developing assistive technology for children • Student teams are matched with children/families with needs • Student teams are provided resources associated with such a project • Student teams are responsible to deliver a solution (Design, product*) • Project represents ~20% of course grade
How EIME Works Begin Community Curriculum Collect assistive technology needs Form Student Design teams (Engineering, Education) Match Child needs with Student teams Family Within context of a course conduct background research, design, development, testing, evaluation and final preparation Service coord. Form Final project team Therapists / Medical prof. Deliver Final product to child/family Disseminate Results
Selecting The team • Students self-select team • Team selects project • Students self-select project • Team formed around project
Initial Organization of the Team • Team Constitution • Team forms a constitution • Constitution defines: • Responsibility of team members • Attend meetings, • perform assigned work, • contribute to reporting functions • How team will make decisions • Vote or concensus • How team decisions will be enforced • Disciplinary action • Removal from the team • Written and signed by all team members
Team does its thing • Work Work Work
Project Assessment: Instructor driven • Instructor assess’s the project, based on: • Constitution, meet family, prelim design, final design, order materials, testing and delivery of design • Some outside input: • Project review board • Design presentation • Final project presentation • Supply input • Collectively results in a project grade: G • Aside: Poll students for their estimate on grade.
Team Assessment: Three-part process • Part I: Students Assess themselves • Identify areas on contribution, • record of time • Record of accomplishments • Record of lead areas • Part II: Students assess teammates • Identify primary areas of contribution • Apply a weighting • Part III: Instructor assesses team members • Student time • Student contributions • Quality of project relative to contributions • Collectively results in a weighting for each student: Wi
Final grade = PA * TA • Student i’s grade: • = Wi G • A few notes: • Wi can be greater than 1 • Wi should be normally distributed about 1? • In my practice, it is not • Projects grades tend to reflect best of contributions • A weaker student is benefited by a stronger team • (better G) • A weaker student rates lower on teammate assessment relative to stronger team • (lower Wi )
Final comments • Method is not perfect, but it is a process • Inform students of the evaluation process ahead of time • Process has been evolutionary • Students tend to be reasonably objective when performing self assessment / group assessment
