Wicked problems and assessment in engineering education: Developing and evaluating an analytic rubric
Paper in proceedings, 2017

Previous research indicates that engineering education does not adequately prepare students to address complex, ill-structured, real-world problems, such as wicked problems (WPs), and that one reason for this may be a lack of robust assessment instruments. In recent years, assessment rubrics have been developed and evaluated for a variety of learning outcomes, but no rigorously tested rubric has yet been developed for assessing engineering students’ ability to integratively address WPs. The aim of this paper is to fill this gap by introducing an analytic rubric for assessing engineering students’ written responses to WPs and evaluating its reliability, validity, and utility. The results suggest that the rubric can support reliable and valid assessment if raters are carefully trained. The utility of the rubric for formative assessment and teacher professional development was most prominent.

utility

validity

assessment

reliability

wicked problems

rubric

engineering education

Author

Johanna Lönngren

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

Tom Adawi

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

Magdalena Svanström

Chalmers, Energy and Environment, Environmental Systems Analysis

REES 2017

Subject Categories

Didactics

Educational Sciences

Learning

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Sustainable development

Learning and teaching

Pedagogical work

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Latest update

8/27/2018