Outcomes-based assessment instrument for engineering problem-solving skills

Abstract

This poster paper provides an in-depth analysis of the design of a new assessment instrument. The instrument, Constructive Alignment Integrated Rating (CAIR), is a formative feedback scheme that facilitates the assessment of engineering problem-solving skills. Importantly, this instrument is designed to provide formative feedback on problem-solving skills that transcend the content of any particular problem. The CAIR instrument allows consistent feedback on problem-solving to cut across course and assignment boundaries, thus reinforcing the development of problem-solving skills. Our work is founded on a social constructivist conceptual framework, whereby assessment is viewed as a formative negotiation cycle between three main groups: the instructor, the assessors, and the students. The design of CAIR and how it is used at different points of the assessment cycle are discussed.