IME Department Assessment Grid Rubric

2/10/04

IME Department Rubric for Deployment and Assessment of Outcomes (I, K, S, A) / Assessment and Feedback Methodology for ABET Purposes
Introduction – Exposure to new terminology, theories, concepts, resources and methods without necessarily including in-depth knowledge and skill development. Building context, perspective, and acceptance for future coursework and activities. Not enough depth to warrant meaningful testing of knowledge. Would typically involve lecture material, reading, and rudimentary homework assignments. / No formal assessment other than formative assessment (grading) in class
(Develop) Knowledge – Teaching of terminology, facts, principles, methods and strategies. Ability to deal with lower level abstractions in the field and grasp informational materials. Includes review (reinforcement) of material from previous classes that students are expected to know and apply.Ability to solve structured problems at the foundational level such as homework problems from the book and group discussions within class. / Lower Division – Core, math, and statistics knowledge test in Junior year. Multiple choice instrument administered in IME 326.
Feedback-Results summarized by subject area and feedback used to improve pre-requisite courses.
(Learn) Skills – Ability to use tools, methods, and resources in structured problem solving, research, and design situations. Examples would include ability to use CAD/CAM software, Statistical Software, laboratory and measurement equipment, machine tools, spreadsheets, PowerPoint, Excel, library resources and other resources (e.g., internet). In most cases the student would be given a structured problem to work on, whether real or not. Most laboratory experiences and research papers fall into this category. Also includes practice and development of communication and presentation skills. / Upper Division – Knowledge/Skill test over core material by discipline administered in IE 436 and MFE 465.
Applications – Student is asked to apply knowledge and skills to open-ended situations. Student is expected to use prior knowledge and skills to produce something new or undertake a real project. Could be team or individual work. Would include outside projects such as the senior project. Some laboratory experiences may apply. Examples would be case studies, open-ended design projects, projects in industry, and capstone design projects. / Evaluation of Senior Projects by faculty and industrial advisors.
Objective evaluation of capstone design projects in other capstone courses by instructors and industrial evaluators
Feedback-Results summarized and used to improve pre-requisite courses and teaching methods and evaluate pedoagogy.