classroom assessment - drexel

Two Examples from EngineeringClassroom Assessment

Kevin Scoles

Classroom Assessment |

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

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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

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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.

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WI Lab Reports, Lab Prac1cal Exam


Matching Learning Objectives with ABET Outcomes

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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


Matching Learning Objectives with Direct Assessment Tools

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Learning Objectives Individual Direct Assessment

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.

Prob 2: B (dc sweep)!Prob 4: A (transient analysis)

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)

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Objective 2 - Hardware Measurement

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Objective 1 - Simulation

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Objective 3 - Report Writing

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Objective 4 - Circuit Analysis & Tools

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Individual Student Performance, Summer Quarter 2012-13


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 (?)

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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

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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

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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

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SchedulePost 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

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Assess to Settle These Questions

Are they coming to class? Have they reviewed the material? To what depth do they (individually) understand the concepts? !

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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

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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

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ABET Student Outcomesa. 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

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classroom assessment - drexel

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