Classroom Assessment
Two Examples from Engineering
Kevin Scoles
Courses to be Discussed
ECEL 301 ECE Laboratory I
Well established course
Writing Intensive
ECEP 380 Introduction to Renewable Energy
New course
Taught as “flipped” classroom
Classroom Assessment | 2
ECEL 301 ECE Laboratory I
A skills course, taking theory from a previous electric
circuits course into the laboratory
Design, simulate, measure, analyze, communicate
Required of all ECE majors
Size: 70 fall, 60 spring, 16 summer (evening)
Multiple lab sections and multiple TAs in fall/spring
Classroom Assessment | 3
ECEL 301 ECE Laboratory I
Contributes data used by the Department to verify to our
engineering accreditor (ABET) that required student
outcomes are being met
One of about a dozen courses taken by all majors
Data collected in fall quarter
Based on direct assessment of student work
Depending on course design, gather from homework,
midterm, presentations, papers, lab reports, final exam,
etc.
WI Lab Reports, Lab Prac1cal Exam
Classroom Assessment | 4
Matching Learning Objectives with ABET Outcomes
Learning Objectives
Related ABET Outcomes
At the end of the term, the learner will be able to translate a drawing
of an analog circuit to a CAD schematic, define a set of simulation
parameters, simulate the circuit and extract the desired performance
parameter(s). Circuit simulation classes can include dc operating
point, dc sweep, transient and ac sweep.
k)! an ability to use the techniques, skills, and
modern engineering tools necessary for
engineering practice
At the end of the term, the learner will be able to construct and
measure the hardware equivalent of a simulated circuit, extract the
desired performance parameter(s), and analyze and interpret
calculation, simulation and measurement results.
b)! an ability to design and conduct
experiments, as well as to analyze and
interpret data
The learner will independently demonstrate their ability to present
their experimental work in a written laboratory report format.
Performance measured through a 3 or 4 level performance indicator
rubric will be at least 80 on a 100 point scale.
g)! an ability to communicate effectively
The learner will independently demonstrate their ability to apply
circuit analysis techniques and computer tools (PSpice, MATLAB,
Maple, Excel, etc.) as appropriate to design and analyze resistor
network, basic diode and operational amplifier circuits.
a)! an ability to apply knowledge of
mathematics, science, and engineering!
k) ! an ability to use the techniques, skills, and
modern engineering tools necessary for
engineering practice
Classroom Assessment | 5
Matching Learning Objectives with Direct
Assessment Tools
Learning Objectives
Individual Direct Assessment
At the end of the term, the learner will be able to translate a
Prob 2: B (dc sweep)!
drawing of an analog circuit to a CAD schematic, define a set of
Prob 4: A (transient analysis)
simulation parameters, simulate the circuit and extract the desired
performance parameter(s). Circuit simulation classes can include
dc operating point, dc sweep, transient and ac sweep.
At the end of the term, the learner will be able to construct and
measure the hardware equivalent of a simulated circuit, extract
the desired performance parameter(s), and analyze and interpret
calculation, simulation and measurement results.
Prob 2: C (power supply, multimeter, LabVIEW)!
Prob 3: B (signal generator, scope, LabVIEW)
The learner will independently demonstrate their ability to present
their experimental work in a written laboratory report format.
Performance measured through a 3 or 4 level performance
indicator rubric will be at least 80 on a 100 point scale.
Writing Intensive Lab Reports!
Assignment 3 Report!
Assignment 8 Report
The learner will independently demonstrate their ability to apply
circuit analysis techniques and computer tools (PSpice, MATLAB,
Maple, Excel, etc.) as appropriate to design and analyze resistor
network, basic diode and operational amplifier circuits.
Prob 1: A, B, C (circuit analysis and interpretation)!
Prob 2: A, D (circuit design, plotting)!
Prob 3: A (circuit design)
Classroom Assessment | 6
Individual Student Performance, Summer Quarter 2012-13
Objective 2 - Hardware
Measurement
Objective 1 - Simulation
100%
100%
80%
80%
60%
60%
40%
40%
20%
20%
0%
0%
1
3
5
7
9
11
13
15
3
5
7
9
11 13 15
Student Number
Student Number
Objective 3 - Report Writing
Objective 4 - Circuit Analysis &
Tools
100%
100%
80%
80%
60%
60%
40%
40%
20%
20%
0%
0%
1
1
3
5
7
9
11 13 15
Student Number
1
3
5
7
9
11 13 15
Student Number
7
Analysis
Students were over-tested
Task list must be reduced, especially for 2 hour exam
Simulation results are strong
Communications results are good
Weaknesses in circuit construction and measurement,
and circuit design and analysis
Related to long exam (?)
Classroom Assessment | 8
ECEP 380 Intro to Renewable Energy
An overview of renewable energy generation techniques
for engineers and scientists
Wind, solar, geothermal, ocean, biomass
Problem-based Learning
Small teams
Design an economical off-grid energy system to meet a
specific need in a specific location
Classroom Assessment | 9
Presentation Style
Taught several times as standard lecture
Taught once as flipped classroom
Will be taught online in Winter ’13-14
Average class size 50 students
Classroom Assessment | 10
Why Flipped?
Poor lecture attendance
Can’t contribute to the class’s learning if you’re not there
Little interaction in classroom
Students are passive rather than active
Few opportunities for formative assessment
Hold little value in student homework solutions
I feel I am a more effective educator when guiding small
group work rather than lecturing to a large group
Classroom Assessment | 11
Schedule
Post voice-annotated screencasts of “lecture” material
online over weekend
Post list of discussion questions to be reviewed in class
Discussions, assessment and group activity on Tuesday
Project work in teams on Thursday
Teaching Assistant attended class to help with questions
Classroom Assessment | 12
Assess to Settle These Questions
Are they coming to class?
Have they reviewed the material?
To what depth do they (individually) understand the
concepts?
!
Classroom Assessment | 13
Assessment Approach
Introduce a low-stakes quiz or exercise to be done as
part of the Tuesday discussion individually or in a small
group
Review the exercise immediately after it is collected
Settle student questions, examine alternative solutions
Grade the assignment and return by the next class
Policy on make-up options published in syllabus
Classroom Assessment | 14
Outcomes
Students incentivized to review material prior to class
Settles the attendance question
Student gets instant feedback to correct
misunderstandings
Faculty gets weekly feedback on student understanding
Classroom Assessment | 15
16
ABET Student Outcomes
a. Apply mathematics, science,
and engineering
b. Design and conduct
experiments, analyze and
interpret data
c. Design a system, component,
or within realistic constraints
d. Function on multidisciplinary
teams
e. Identify, formulate, and solve
engineering problems
f. Professional and ethical
responsibility
g. Communicate effectively
h. Broad education to
understand societal impact
i. Life-long learning
j. Knowledge of contemporary
issues
k. Modern engineering
technique, tools, skills
Classroom Assessment | 17