Assessment of engineering/engineering technology students

Summary form only given. Assessment of a student can be a difficult task. How do we measure the student´s knowledge of the subject? Do we compare the individual performance to the group´s performance? Or do we examine the individuals performance against itself? As one assesses the student´s knowledge, the assessment tool, or test, becomes an important part of the process. The type of test and follow-on interpretation of results varies with the type of assessment method, so the development of the test plays a critical role. A test should be developed well before it is to be given. The questions should measure the student´s knowledge of the course material, and the questions should be reviewed for any ambiguity. Only through this method can one have confidence that the test measures the student´s knowledge. Engineering is a performance-based discipline. Projects are evaluated by how well they function or perform. Students should be prepared for this type of work once they graduate. The criterion-based method provides a step in that direction. The test is prepared to measure the desired learning outcomes while measuring the student´s knowledge of the course subject. This allows both the instructor and student to see the student´s progress; and then provide the adequate review if necessary. This paper presents information from the Instructional Science field on assessment of engineering/engineering technology students and then how those ideas can be incorporated into test development for engineering courses. The main focus is on the criterion-based method, as it provides a more defined measure of the student´s knowledge.