Assessment of engineering professional skills

Improving Instruction and Assessment via Bloom’s Taxonomy and Descriptive Rubrics

“…A number of engineering programs have applied descriptive rubrics to assessing a wide range of ABET outcomes, including professional skills [15], ethics [16], writing skills [13], and design competency [17], [18]. From a practical perspective, descriptive rubrics are appealing because they can be tuned to target specific skills and describe precisely the expected outcome, such as in the work of Coso and Pritchett [19], who developed a rubric to specifically encourage and assess student consideration of stakeholders in design decisions.…”

Reconciling the Student’s Deliverables with the Instructor’s Expectations in Engineering Exams

“…In engineering education, scoring rubrics have been used in the performance evaluation of a wide range of ABET and other outcomes, including professional skills [10], ethics [11], writing skills [12], design competency [13,14], and students' software skills [15]. The motivation to use scoring rubrics in engineering education also is due to the lack of satisfaction emanating from the use of the traditional grading process which have been criticized for their bias, and unrealistic standards [2,9,15].…”