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Conference Paper: The Systematic Development of Rubrics in Assessing Engineering Learning Outcomes

TitleThe Systematic Development of Rubrics in Assessing Engineering Learning Outcomes
Authors
KeywordsAssessment
Engineering
Learning outcomes
Rubrics
Issue Date2012
PublisherI E E E. The Journal's web site is located at http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=6337030
Citation
The 1st I E E E International Conference on Teaching, Assessment and Learning for Engineering (TALE 2012), Hong Kong, China, 20-23 August 2012. In the Proceedings of I E E E International Conference on Teaching, Assessment and Learning for Engineering, 2012, p. T1A-1 - T1A-5 How to Cite?
AbstractAssessing student learning outcomes becomes more critical than ever to all universities in Hong Kong as the higher education system is migrating from the current three-year undergraduate curriculum to the four-year curriculum in the fall of 2012. This paper introduces an assessment plan developed in the School of Engineering at The Hong Kong University of Science and Technology to gather evidence on student learning outcomes through both internal and external stakeholders over a complete cycle. A number of surveys for different stakeholders are purposefully aligned to allow comparison between the two cohorts of students as well as among students, faculty, and employers. Assessment rubrics are systematically developed and embedded in all surveys and the assessment of capstone experience to facilitate a meaningful interpretation of results.
DescriptionSession T1A
Persistent Identifierhttp://hdl.handle.net/10722/216300
ISBN

 

DC FieldValueLanguage
dc.contributor.authorZou, XT-
dc.contributor.authorKo, E-
dc.contributor.authorLi, C-
dc.contributor.authorZhou, C-
dc.date.accessioned2015-09-09T05:00:55Z-
dc.date.available2015-09-09T05:00:55Z-
dc.date.issued2012-
dc.identifier.citationThe 1st I E E E International Conference on Teaching, Assessment and Learning for Engineering (TALE 2012), Hong Kong, China, 20-23 August 2012. In the Proceedings of I E E E International Conference on Teaching, Assessment and Learning for Engineering, 2012, p. T1A-1 - T1A-5-
dc.identifier.isbn9781467324182-
dc.identifier.urihttp://hdl.handle.net/10722/216300-
dc.descriptionSession T1A-
dc.description.abstractAssessing student learning outcomes becomes more critical than ever to all universities in Hong Kong as the higher education system is migrating from the current three-year undergraduate curriculum to the four-year curriculum in the fall of 2012. This paper introduces an assessment plan developed in the School of Engineering at The Hong Kong University of Science and Technology to gather evidence on student learning outcomes through both internal and external stakeholders over a complete cycle. A number of surveys for different stakeholders are purposefully aligned to allow comparison between the two cohorts of students as well as among students, faculty, and employers. Assessment rubrics are systematically developed and embedded in all surveys and the assessment of capstone experience to facilitate a meaningful interpretation of results.-
dc.languageeng-
dc.publisherI E E E. The Journal's web site is located at http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=6337030-
dc.relation.ispartofI E E E International Conference on Teaching, Assessment and Learning for Engineering-
dc.rightsI E E E International Conference on Teaching, Assessment and Learning for Engineering. Copyright © I E E E.-
dc.rights©2012 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAssessment-
dc.subjectEngineering-
dc.subjectLearning outcomes-
dc.subjectRubrics-
dc.titleThe Systematic Development of Rubrics in Assessing Engineering Learning Outcomes-
dc.typeConference_Paper-
dc.identifier.emailZou, XT: tracyzou@hku.hk-
dc.identifier.authorityZou, XT=rp01998-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1109/TALE.2012.6360364-
dc.identifier.spageT1A-1-
dc.identifier.epageT1A-5-
dc.publisher.placeUnited States-

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