Update on the Development of Analytic Rubrics for Competency Assessment (Darca)

Lesmond, Gayle; Dawe, Nikita; McCahan, Susan; Romkey, Lisa

doi:10.24908/pceea.v0i0.6510

Cited by 6 publications

(7 citation statements)

References 2 publications

(2 reference statements)

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“…An interview protocol was developed based on previous research investigating how assessors use and interpret universal rubrics [4,6]. The interview protocol first posed demographic and experience questions, including questions about the supervisors' experience using rubrics (in the thesis course or otherwise).…”

Section: Interview Methodologymentioning

confidence: 99%

Engineering Instructor Use and Interpretation of Rubrics in a Large Scale Undergraduate Independent Research Course

Dawe¹

2018

PCEEA

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This work extends prior research into the efficacy and validity of rubrics designed for a large scale fourth year capstone course at the University of Toronto.In the context of this required course - in which projectsspan the gamut from industry-partnered design projects to research oriented theses - rubrics serve several important functions for students, supervisors and administrators. In this paper, we describe a set of interviews conducted with project supervisors (faculty) and the key findings based on these interviews. A number of interesting themes emerged, on the perceptions and use of the rubrics, views on thepurpose of the rubric, and on specifics of rubric design.The results of this work will support the development of a survey and, eventually, changes to rubric design anddeploymen

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Section: Interview Methodologymentioning

confidence: 99%

Engineering Instructor Use and Interpretation of Rubrics in a Large Scale Undergraduate Independent Research Course

Dawe¹

2018

PCEEA

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“…The analytical scales, however, take more time to develop and thoroughly explain each performance level [29]. The broadest classification level or designation will also be called "competencies," typically assessed at the program level [30].…”

Section: Assessment Structurementioning

confidence: 99%

Establishing the Theoretical Constructs for e-Learning in Applied Architecture Programs

Muhsen

2024

IJIET

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Addressing the challenge of bridging the theory-practice gap in academic programs, particularly in applied disciplines, remains a significant concern for the educational system, even in a theoretical course. This issue is particularly apparent in architectural programs where instructors strive to enhance their course plans by incorporating Applied Based Learning (ABL) tasks that connect theoretical and practical knowledge while emphasizing essential skills. This study assesses how well this strategy works in theoretical classes, even for distance learning. Thus, in the fall semester of 2022, a performance assessment module had been added to the online theoretical course “History of Architecture II,” intended for second-year students. The study compared the learning outcomes of 41 students with relevant objectives through quantitative analysis using the Rasch model and WINSTEPS software as a tool. The study’s findings show that their performance generally improves when students participate in group projects. However, the research also shows that when students participated in applied tasks, their learning ability indicators significantly enhanced, which is a novel approach to teaching architecture. This underscores the need to integrate more educational tasks with practical implications into theoretical courses aligned with architecture as an applied science. The findings can serve as a roadmap to enhance the efficacy of architectural online education.

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“…While not specifically mentioning rubrics, CEAB criteria includes having documented assessment tools that are suited to the attribute and used to obtain data on student learning [4]. For instructors, marking authentic assessments requires substantial time and effort, which necessitates the development of high quality assessment tools, in most cases, rubrics [51,52]. Rubrics are well suited to authentic assessment, because they distinguish levels of proficiency and provide more valuable feedback to students as compared to marks alone [46].…”

Section: Authentic Assessment and Development Of Tools-mentioning

confidence: 99%

“…At the University of Toronto rubrics were created for five CEAB graduate attributes (Design, Communication, Teamwork, Problem analysis, and Investigation) and then tested for validity [52]. This was part of a larger provincial initiative.…”

Section: Authentic Assessment and Development Of Tools-mentioning

confidence: 99%

Approaches to Graduate Attributes and Continual Improvement Processes in Faculties of Engineering Across Canada: A Narrative Review of the Literature

Parker

Watson

Ivey

et al. 2019

PCEEA

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The CEAB accreditation requirement of graduate attributes and continual improvement processes (GACIP) has been a pervasive topic in the annual CEEA conference proceedings since 2010. The proceedings are a rich primary source of work being done in Canadian tertiary institutions. This narrative review of the literature consolidates and discusses the relevant CEEA papers for 2010-2017 in a manner that is useful to leadership and decision-makers at accredited faculties of Engineering nationwide. Four guiding research questions were asked of this literature: (1) What general frameworks are being implemented as accredited faculties of Engineering across Canada approach GACIP?; (2) What are the specific activities and methods of one or more of the GACIP steps?; (3) What are the roles and responsibilities of people involved?; and (4) What perspectives are taken in response to the CEAB accreditation criteria, including concerns, issues, and benefits? A qualitative content analysis was conducted on 106 papers meeting selection criteria. Emergent topics were used to form the discussion.

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Update on the Development of Analytic Rubrics for Competency Assessment (Darca)

Abstract: -The

Cited by 6 publications

References 2 publications

Engineering Instructor Use and Interpretation of Rubrics in a Large Scale Undergraduate Independent Research Course

Engineering Instructor Use and Interpretation of Rubrics in a Large Scale Undergraduate Independent Research Course

Establishing the Theoretical Constructs for e-Learning in Applied Architecture Programs

Approaches to Graduate Attributes and Continual Improvement Processes in Faculties of Engineering Across Canada: A Narrative Review of the Literature

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