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window.loswp.work = {"work":{"id":84620845,"created_at":"2022-08-13T06:06:09.179-07:00","from_world_paper_id":212394355,"updated_at":"2024-11-24T13:50:37.491-08:00","_data":{"publisher":"Springer Science and Business Media LLC","grobid_abstract":"CHALLENGE Anecdote suggests that the abrupt transition of university courses to wholly online instruction was especially difficult for engineering design courses. Design courses have evolved toward team-based activities, hands-on building and testing, and the availability of fabrication equipment and other facilities. As the pandemic set in, instructors sought meaningful online opportunities to interact with students in their BME design courses, for students to work together as teams, and means for providing fair and meaningful assessments. We here address summative assessment in a teambased design course and suggest that an online practical exam can in many cases be a preferable alternative to final design papers or comprehensive final exams, regardless of whether the class is delivered online or inperson. Indeed, there is evidence that among the several options for assessment-selected response, extended written response, performance assessments, and direct communication 9-practical exams (a form of performance assessment) are better measures of student learning than are written reports 3-a common staple of engineering design assessment. The most important and challenging factor in assessment is to match the assessment method to the intended goal. 9 Performance assessment seems to be a clear choice for a class whose goal is to instill the hands-on skills needed to engage in the engineering design process for clinical devices. We are aware of no reports on the use of practical exams during remote or online learning, and few reports of practical exams in biomedical engineering courses.","publication_date":"2020,,","publication_name":"Biomedical Engineering Education","grobid_abstract_attachment_id":"89578648"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"An Online Team-Based Practical Exam in Lieu of Final Reports for a Design Course","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [41935232]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":89578648,"attachmentType":"pdf"}"><img alt="First page of “An Online Team-Based Practical Exam in Lieu of Final Reports for a Design Course”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/89578648/mini_magick20220813-1-luq6e5.png?1660396018" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">An Online Team-Based Practical Exam in Lieu of Final Reports for a Design Course</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="41935232" href="https://virginia.academia.edu/WilliamGuilford"><img alt="Profile image of William Guilford" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />William Guilford</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2020, Biomedical Engineering Education</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">3 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 84620845; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=84620845"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">CHALLENGE Anecdote suggests that the abrupt transition of university courses to wholly online instruction was especially difficult for engineering design courses. Design courses have evolved toward team-based activities, hands-on building and testing, and the availability of fabrication equipment and other facilities. As the pandemic set in, instructors sought meaningful online opportunities to interact with students in their BME design courses, for students to work together as teams, and means for providing fair and meaningful assessments. We here address summative assessment in a teambased design course and suggest that an online practical exam can in many cases be a preferable alternative to final design papers or comprehensive final exams, regardless of whether the class is delivered online or inperson. Indeed, there is evidence that among the several options for assessment-selected response, extended written response, performance assessments, and direct communication 9-practical exams (a form of performance assessment) are better measures of student learning than are written reports 3-a common staple of engineering design assessment. The most important and challenging factor in assessment is to match the assessment method to the intended goal. 9 Performance assessment seems to be a clear choice for a class whose goal is to instill the hands-on skills needed to engage in the engineering design process for clinical devices. We are aware of no reports on the use of practical exams during remote or online learning, and few reports of practical exams in biomedical engineering courses.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":89578648,"attachmentType":"pdf","workUrl":"https://www.academia.edu/84620845/An_Online_Team_Based_Practical_Exam_in_Lieu_of_Final_Reports_for_a_Design_Course"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":89578648,"attachmentType":"pdf","workUrl":"https://www.academia.edu/84620845/An_Online_Team_Based_Practical_Exam_in_Lieu_of_Final_Reports_for_a_Design_Course"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Increasingly, engineering schools are requiring students to work on team projects that are open-ended with loosely specified requirements, produce professional-quality reports and presentations, consider ethics and the impact of their field on society, and develop lifelong learning practices. While there exist numerous implementations of courses adopting these methods to purportedly improve student learning, measuring the impact of problem-based instruction remains challenging. The existing evidence generally suffers from methodological shortcomings such as reliance on students' self-reported perceptions of learning (vs. more direct measures of learning), use of instructors' anecdotal reports of impact (vs. experimental manipulation), use of untested (vs. validated) measures, and small sample sizes. This paper discusses the potential role of computer-based performance assessments in evaluating student learning on complex, open-ended problem-solving tasks. The discussion is framed within the research on computer-based performance assessments developed at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Examples of three kinds of on-line performance assessments are presented as well as lessons learned. I. Changes in Modern Engineering Education Modern engineering education is undergoing significant changes, notably in the way engineering schools are adopting problem-based instruction to meet the changing demands of engineering practice 1-7. Mastery of technical content is no longer sufficient. Increasingly, engineering schools are requiring students to work on team projects that are open-ended with loosely specified requirements, produce professional-quality reports and presentations, consider ethics and the impact of their field on society, and develop lifelong learning practices. An implicit goal of this shift in curricula is to produce graduates who will be ready to assume engineering tasks upon graduation-that is, with the skills to develop solutions to problems under</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Potential Uses Of On Line Performance Assessments In Engineering Education: Measuring Complex Learning Outcomes And Processes","attachmentId":102576153,"attachmentType":"pdf","work_url":"https://www.academia.edu/102261904/Potential_Uses_Of_On_Line_Performance_Assessments_In_Engineering_Education_Measuring_Complex_Learning_Outcomes_And_Processes","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/102261904/Potential_Uses_Of_On_Line_Performance_Assessments_In_Engineering_Education_Measuring_Complex_Learning_Outcomes_And_Processes"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="63847569" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/63847569/Hands_on_engineering_courses_in_the_COVID_19_pandemic_adapting_medical_device_design_for_remote_learning">Hands-on engineering courses in the COVID-19 pandemic: adapting medical device design for remote learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33374266" href="https://theconsultationcenter.academia.edu/StevenTommasini">Steven Tommasini</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Physical and Engineering Sciences in Medicine</p><p class="ds-related-work--abstract ds2-5-body-sm">The COVID-19 pandemic has challenged the status quo of engineering education, especially in highly interactive, hands-on design classes. Here, we present an example of how we effectively adjusted an intensive hands-on, group project-based engineering course, Medical Device Design & Innovation, to a remote learning curriculum. We first describe the modifications we made. Drawing from student pre and post feedback surveys and our observations, we conclude that our adaptations were overall successful. Our experience may guide educators who are transitioning their engineering design courses to remote learning.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Hands-on engineering courses in the COVID-19 pandemic: adapting medical device design for remote learning","attachmentId":76135045,"attachmentType":"pdf","work_url":"https://www.academia.edu/63847569/Hands_on_engineering_courses_in_the_COVID_19_pandemic_adapting_medical_device_design_for_remote_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/63847569/Hands_on_engineering_courses_in_the_COVID_19_pandemic_adapting_medical_device_design_for_remote_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="76653876" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76653876/Implementation_of_a_Rapid_Design_Challenge_in_a_Cross_Disciplinary_Senior_Capstone_Course_and_Evaluation_of_Device_Performance">Implementation of a “Rapid Design Challenge” in a Cross-Disciplinary Senior Capstone Course and Evaluation of Device Performance</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="221004138" href="https://independent.academia.edu/DavidLozanoJones">David Lozano Jones</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013 ASEE Annual Conference & Exposition Proceedings</p><p class="ds-related-work--abstract ds2-5-body-sm">The senior capstone experience within the Department of Biological Systems Engineering at the University of Nebraska-Lincoln is a two-semester, two-course sequence intended to give senior students realistic design experience, working with real projects, real clients, faculty consultants, and teammates to produce a deliverable that meets the client's needs. Students within this course sequence come from two different degree programs (agricultural engineering and biological systems engineering) and within each degree program from a variety of "emphasis areas", e.g. biomedical engineering, environmental engineering, machine design. While the goal of this course is for students to experience a "real" design project, we felt that we needed to improve this senior design sequence with an exercise that forced all students through a shared and "complete" design process to help address some of the challenges associated with a crossdisciplinary capstone course. Therefore, beginning in 2010, a two-week, rapid design challenge was implemented at the beginning of the senior capstone design experience, based on a similar challenge developed at Bucknell University 1. This abbreviated design experience challenges the students to rapidly learn and implement the basic steps of design to produce a functional prototype, which is displayed and tested during a design challenge competition. The challenge presented to students is to design and build a device for a third-world clinic to infuse a cholera treatment solution, at a specific flow rate and time for injection, with specific technical constraints. During this two-week challenge, multiple assignments help move the students through each phase of the design process. Teams are given a budget and time to build, test, and iterate their design before the final competition between teams. The team with a device that most closely achieves the dictated criteria wins the competition. To evaluate the performance of each team, a National Instruments (NI) data acquisition system was developed, which combines NI LabVIEW software and two Micro Motion Coriolis flow meters. The system evaluates multiple parameters of the design, and combines the data with faculty judge evaluations to calculate an overall score. Team scores are displayed on a digital scoreboard throughout the competition. The Rapid Design Challenge (RDC) is then used as an example to introduce future topics in the course. Finally, the RDC has been critically evaluated over four semesters of implementation as part of the continuous improvement and assessment process. This exercise has revitalized the course and ensured that all students share a common and successful design experience.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Implementation of a “Rapid Design Challenge” in a Cross-Disciplinary Senior Capstone Course and Evaluation of Device Performance","attachmentId":84290778,"attachmentType":"pdf","work_url":"https://www.academia.edu/76653876/Implementation_of_a_Rapid_Design_Challenge_in_a_Cross_Disciplinary_Senior_Capstone_Course_and_Evaluation_of_Device_Performance","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/76653876/Implementation_of_a_Rapid_Design_Challenge_in_a_Cross_Disciplinary_Senior_Capstone_Course_and_Evaluation_of_Device_Performance"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="99777740" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/99777740/Development_of_an_Evaluation_Tool_for_Assessing_Student_Practices_Independence_and_Responsibility_in_Design_Courses">Development of an Evaluation Tool for Assessing Student Practices, Independence, and Responsibility in Design Courses</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43401244" href="https://independent.academia.edu/GlenLivesay">Glen Livesay</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2009</p><p class="ds-related-work--abstract ds2-5-body-sm">educational research interests include student learning styles, student evaluations of teaching, and faculty development. She served as a Fellow at the National Teaching Institute and has won a number of awards for teaching, research, and mentoring. Glen Livesay, Rose-Hulman Institute of Technology Glen Livesay is the Samuel F. Hulber Chair and Associate Professor of Applied Biology and Biomedical Engineering; he co-developed and co-teaches the biomedical engineering capstone design sequence at Rose-Hulman Institute of Technology. Glen's educational research interests include student learning styles and the statistical evaluation of assessment instruments. He has received an NSF CAREER award, and served as a Fellow at the National Effective Teaching Institute.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Development of an Evaluation Tool for Assessing Student Practices, Independence, and Responsibility in Design Courses","attachmentId":100776353,"attachmentType":"pdf","work_url":"https://www.academia.edu/99777740/Development_of_an_Evaluation_Tool_for_Assessing_Student_Practices_Independence_and_Responsibility_in_Design_Courses","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/99777740/Development_of_an_Evaluation_Tool_for_Assessing_Student_Practices_Independence_and_Responsibility_in_Design_Courses"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="70242381" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70242381/Development_of_a_Supplemental_Evaluation_for_Engineering_Design_Courses">Development of a Supplemental Evaluation for Engineering Design Courses</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="205263205" href="https://independent.academia.edu/LivesayGlen">Glen Livesay</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Compared to the learning that occurs in most engineering courses, the learning that occurs in design courses is more dependent on students, and less dependent on instructors. Because typical course evaluations are instructor-centric and do not provide information about students’ contributions to their learning, we developed a supplemental evaluation to assess student actions and attitudes important to a quality design experience. We detected statistically-significant, logical shifts in self-reported practices and attitudes as student cohorts progressed through design projects. Factor analysis showed that the evaluation questions could be grouped into eight thematic categories, with most of the questions assessing student ability to function independently in uncertain situations, self-perception of maturation and achievement, and acceptance of responsibility for learning. Accepting responsibility for learning and believing that design experiences helps transition from being a student...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Development of a Supplemental Evaluation for Engineering Design Courses","attachmentId":80071849,"attachmentType":"pdf","work_url":"https://www.academia.edu/70242381/Development_of_a_Supplemental_Evaluation_for_Engineering_Design_Courses","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/70242381/Development_of_a_Supplemental_Evaluation_for_Engineering_Design_Courses"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="15286574" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15286574/Effective_Assessment_of_Engineering_Design_in_an_Exam_Environment">Effective Assessment of Engineering Design in an Exam Environment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5061477" href="https://msoe.academia.edu/WalterSchilling">Walter Schilling</a></div><p class="ds-related-work--abstract ds2-5-body-sm">One of the most difficult aspects of engineering is the effective teaching of engineering design. While it is paramount that every engineering student be exposed to engineering design, it can be difficult to assess the design skills of individual students. Most design assessment is typically conducted at the project or team level, and many assessments of design effectiveness only use the capstone experience. This is clearly inadequate. Instead, what is needed is an effective method that can be used to partially assess the design capabilities of individual students in an exam setting. This article will discuss an approach to assessing design skills in the exam environment. It allows for the effective assessment of some design skills and practices in an exam environment without placing undue stress upon the student. The approach involves a short case study provided to the students as part of an exam review sheet, the construction of design questions based upon the case study, the definition of detailed rubrics to assess the quality of the design, and the administration of the exam in a controlled setting. Student achievement is discussed, as well as the advantages and disadvantages of this approach to assessing design skills.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Effective Assessment of Engineering Design in an Exam Environment","attachmentId":38617384,"attachmentType":"pdf","work_url":"https://www.academia.edu/15286574/Effective_Assessment_of_Engineering_Design_in_an_Exam_Environment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15286574/Effective_Assessment_of_Engineering_Design_in_an_Exam_Environment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="36174415" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36174415/AC_2012_3467_THE_DEVELOPMENT_OF_AN_ONLINE_GRADING_SYS_TEM_FOR_DISTRIBUTED_GRADING_IN_A_LARGE_FIRST_YEAR_PROJECT_BASED_DESIGN_COURSE">AC 2012-3467: THE DEVELOPMENT OF AN ONLINE GRADING SYS- TEM FOR DISTRIBUTED GRADING IN A LARGE FIRST-YEAR PROJECT- BASED DESIGN COURSE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="78652401" href="https://independent.academia.edu/wowieyunting">wowie yunting</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Course. During this time, he helped to set up and run the university's Moodle e-learning system and developed custom capabilities for the freshman design course. He received an award for enhancing education at KAIST from the university in 2010 and a special award for dedicated service to the KAIST Freshman Design Course in 2011 in recognition for this work.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"AC 2012-3467: THE DEVELOPMENT OF AN ONLINE GRADING SYS- TEM FOR DISTRIBUTED GRADING IN A LARGE FIRST-YEAR PROJECT- BASED DESIGN COURSE","attachmentId":56073488,"attachmentType":"pdf","work_url":"https://www.academia.edu/36174415/AC_2012_3467_THE_DEVELOPMENT_OF_AN_ONLINE_GRADING_SYS_TEM_FOR_DISTRIBUTED_GRADING_IN_A_LARGE_FIRST_YEAR_PROJECT_BASED_DESIGN_COURSE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36174415/AC_2012_3467_THE_DEVELOPMENT_OF_AN_ONLINE_GRADING_SYS_TEM_FOR_DISTRIBUTED_GRADING_IN_A_LARGE_FIRST_YEAR_PROJECT_BASED_DESIGN_COURSE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="94813651" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/94813651/Using_Technology_Tools_to_Innovate_Assessment_Reporting_and_Teaching_Practices_in_Engineering_Education">Using Technology Tools to Innovate Assessment, Reporting, and Teaching Practices in Engineering Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="222365371" href="https://independent.academia.edu/JaakkoMalmivuo">Jaakko Malmivuo</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">The advantages of the Internet in education are widely acknowledged by students and teachers all over the world. The authors have developed EVICAB as a free-access portal for e-learning with a full curriculum in biomedical engineering. It may be used as a virtual campus to support classroom lecturing or for distant learning. EVICAB provides educational material in various formats: video lectures to be viewed on a PC, an iPod or a media phone, lecture slides, textbook, exercises. It also offers a system for an Internet examination, which makes it possible for the students to take the examination anywhere in the world, where an educational institution provides proper environment. In this chapter, the authors briefly introduce the technology of the EVICAB portal and discuss in more detail the application of the Internet examination system. Educational technologies for developing teaching and learning via the Internet are widely available and user friendly.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using Technology Tools to Innovate Assessment, Reporting, and Teaching Practices in Engineering Education","attachmentId":97168397,"attachmentType":"pdf","work_url":"https://www.academia.edu/94813651/Using_Technology_Tools_to_Innovate_Assessment_Reporting_and_Teaching_Practices_in_Engineering_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/94813651/Using_Technology_Tools_to_Innovate_Assessment_Reporting_and_Teaching_Practices_in_Engineering_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="58803825" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/58803825/2006_1444_ASSESSMENT_FRAMEWORK_FOR_CAPSTONE_DESIGN_COURSES_Assessment_Framework_for_Capstone_Design_Courses">2006-1444: ASSESSMENT FRAMEWORK FOR CAPSTONE DESIGN COURSES Assessment Framework for Capstone Design Courses</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39017930" href="https://independent.academia.edu/StevenBeyerlein">Steven Beyerlein</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Beyerlein is professor of Mechanical Engineering at the University of Idaho, where he coordinates the Mechanical Engineering and Electrical Engineering capstone design program and where he regularly participates in ongoing program assessment activities. For these efforts he won the UI Outstanding Teaching Award in 2001. He has been an active participant in the Transferable Integrated Design Engineering Education (TIDEE) Consortium for the last five years and collaborates with other authors on the NSF/ASA grant. Abstract This paper describes a framework for developing and implementing assessment instruments in capstone engineering design courses. The framework provides a structure for aligning learning outcomes, methods for examining performance related to these outcomes, and providing feedback that improves student learning in these outcome areas. The framework incorporates three different perspectives—that of the educational researcher, the student learner, and the professional pra...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"2006-1444: ASSESSMENT FRAMEWORK FOR CAPSTONE DESIGN COURSES Assessment Framework for Capstone Design Courses","attachmentId":73038439,"attachmentType":"pdf","work_url":"https://www.academia.edu/58803825/2006_1444_ASSESSMENT_FRAMEWORK_FOR_CAPSTONE_DESIGN_COURSES_Assessment_Framework_for_Capstone_Design_Courses","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/58803825/2006_1444_ASSESSMENT_FRAMEWORK_FOR_CAPSTONE_DESIGN_COURSES_Assessment_Framework_for_Capstone_Design_Courses"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="58803728" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/58803728/Methodology_for_Selection_Sequencing_and_Deployment_of_Activities_in_a_Capstone_Design_Course_Using_the_TIDEE_Web_Based_Assessment_System">Methodology for Selection, Sequencing, and Deployment of Activities in a Capstone Design Course Using the TIDEE Web-Based Assessment System</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39017930" href="https://independent.academia.edu/StevenBeyerlein">Steven Beyerlein</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Volume 8: 14th Design for Manufacturing and the Life Cycle Conference; 6th Symposium on International Design and Design Education; 21st International Conference on Design Theory and Methodology, Parts A and B, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment of design process, design products, team process, and professional practice are natural fits in an engineering capstone design course. In order for instructors and students to fully experience the value of capstone course assessment activities, the activities must not only be carefully developed but must also be deployed in an appropriate manner. Course designers must choose an optimal set of assignments based on local needs, while balancing time intensive design project activities with professional growth experiences. Instructors must facilitate the complete cycle of usage of a single assignment in order to ensure that the value is understood before and after completion of the assessment. This paper introduces guidelines for achieving effectiveness in selecting, timing, and sequencing assessment activities, preparing for activity deployment, and implementing a facilitation plan. Additionally this paper reports on the feedback from students and faculty using the system that highlights the importance of naturalistically integrating assessment.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Methodology for Selection, Sequencing, and Deployment of Activities in a Capstone Design Course Using the TIDEE Web-Based Assessment System","attachmentId":73038393,"attachmentType":"pdf","work_url":"https://www.academia.edu/58803728/Methodology_for_Selection_Sequencing_and_Deployment_of_Activities_in_a_Capstone_Design_Course_Using_the_TIDEE_Web_Based_Assessment_System","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/58803728/Methodology_for_Selection_Sequencing_and_Deployment_of_Activities_in_a_Capstone_Design_Course_Using_the_TIDEE_Web_Based_Assessment_System"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":89578648,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":89578648,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_89578648" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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