Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment

Ebru Dulekgurgen; Cigdem Yangin-Gomec; Özlem Karahan Özgün; Basak Aydin; Huseyin Guven

doi:10.1007/978-3-319-73204-6_22

Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment

Ebru Dulekgurgen, Cigdem Yangin-Gomec^*, Özlem Karahan Özgün, Basak Aydin, Huseyin Guven

^*Corresponding author for this work

Department of Environmental Engineering

Istanbul Technical University

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The study is a follow-up on rubric-based assessment of level of attainment of Student Outcomes (SOs) in Environmental Engineering undergraduate education by the senior-year Graduation Design Project (GDP): the focal points are the process of and results from incorporation of additional assessment tools and implementation of “Performance Indicator (PI)-breakdown” to continue improving the SO Assessment and Evaluation (A&E) process. For several consecutive cycles, A&E to define attainment level of total of seven SOs by the GDP gave results below the set thresholds for some of them (SO1, 5, 8), which indicated a discrepancy and a need for improvement in the assessment tools and processes. Accordingly, two remedial actions were undertaken to meet those needs and the SOs were re-assessed. Results of the previous and improved SO A&E process revealed a clear progress in SO attainment addressed by the GDP, from 2014–15 to 2015–16, upon choice and addition of other tools. Yet, those still gave a general sense of deficiencies at SO-level. Therefore, some additional tools were added and the “PI-breakdown”-based approach was implemented. Those informative results are combined successfully with the formerly improved SO A&E process, facilitating attainment of more realistic results and further fine tuning of the SO A&E process.

Original language	English
Title of host publication	Teaching and Learning in a Digital World - Proceedings of the 20th International Conference on Interactive Collaborative Learning
Editors	Michael E. Auer, Istvan Simonics, David Guralnick
Publisher	Springer Verlag
Pages	184-190
Number of pages	7
ISBN (Print)	9783319732039
DOIs	https://doi.org/10.1007/978-3-319-73204-6_22
Publication status	Published - 2018
Event	20th International Conference on Interactive Collaborative Learning, ICL 2017 - Budapest, Hungary Duration: 27 Sept 2017 → 29 Sept 2017

Publication series

Name	Advances in Intelligent Systems and Computing
Volume	716
ISSN (Print)	2194-5357

Conference

Conference	20th International Conference on Interactive Collaborative Learning, ICL 2017
Country/Territory	Hungary
City	Budapest
Period	27/09/17 → 29/09/17

Bibliographical note

Publisher Copyright:
© 2018, Springer International Publishing AG.

Keywords

Assessment and Evaluation (A&E)
Engineering education
Environmental Management Considerations (EMC)
Graduation design project
Performance Indicator (PI)
Problem/design-based learning
Rubric
Student Outcome (SO)

Access to Document

10.1007/978-3-319-73204-6_22

Cite this

Dulekgurgen, E., Yangin-Gomec, C., Karahan Özgün, Ö., Aydin, B., & Guven, H. (2018). Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment. In M. E. Auer, I. Simonics, & D. Guralnick (Eds.), Teaching and Learning in a Digital World - Proceedings of the 20th International Conference on Interactive Collaborative Learning (pp. 184-190). (Advances in Intelligent Systems and Computing; Vol. 716). Springer Verlag. https://doi.org/10.1007/978-3-319-73204-6_22

Dulekgurgen, Ebru ; Yangin-Gomec, Cigdem ; Karahan Özgün, Özlem et al. / Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment. Teaching and Learning in a Digital World - Proceedings of the 20th International Conference on Interactive Collaborative Learning. editor / Michael E. Auer ; Istvan Simonics ; David Guralnick. Springer Verlag, 2018. pp. 184-190 (Advances in Intelligent Systems and Computing).

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title = "Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment",

abstract = "The study is a follow-up on rubric-based assessment of level of attainment of Student Outcomes (SOs) in Environmental Engineering undergraduate education by the senior-year Graduation Design Project (GDP): the focal points are the process of and results from incorporation of additional assessment tools and implementation of “Performance Indicator (PI)-breakdown” to continue improving the SO Assessment and Evaluation (A&E) process. For several consecutive cycles, A&E to define attainment level of total of seven SOs by the GDP gave results below the set thresholds for some of them (SO1, 5, 8), which indicated a discrepancy and a need for improvement in the assessment tools and processes. Accordingly, two remedial actions were undertaken to meet those needs and the SOs were re-assessed. Results of the previous and improved SO A&E process revealed a clear progress in SO attainment addressed by the GDP, from 2014–15 to 2015–16, upon choice and addition of other tools. Yet, those still gave a general sense of deficiencies at SO-level. Therefore, some additional tools were added and the “PI-breakdown”-based approach was implemented. Those informative results are combined successfully with the formerly improved SO A&E process, facilitating attainment of more realistic results and further fine tuning of the SO A&E process.",

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Dulekgurgen, E , Yangin-Gomec, C , Karahan Özgün, Ö, Aydin, B & Guven, H 2018, Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment. in ME Auer, I Simonics & D Guralnick (eds), Teaching and Learning in a Digital World - Proceedings of the 20th International Conference on Interactive Collaborative Learning. Advances in Intelligent Systems and Computing, vol. 716, Springer Verlag, pp. 184-190, 20th International Conference on Interactive Collaborative Learning, ICL 2017, Budapest, Hungary, 27/09/17. https://doi.org/10.1007/978-3-319-73204-6_22

Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment. / Dulekgurgen, Ebru ; Yangin-Gomec, Cigdem ; Karahan Özgün, Özlem et al.
Teaching and Learning in a Digital World - Proceedings of the 20th International Conference on Interactive Collaborative Learning. ed. / Michael E. Auer; Istvan Simonics; David Guralnick. Springer Verlag, 2018. p. 184-190 (Advances in Intelligent Systems and Computing; Vol. 716).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Dulekgurgen, Ebru

AU - Yangin-Gomec, Cigdem

AU - Karahan Özgün, Özlem

AU - Aydin, Basak

AU - Guven, Huseyin

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AB - The study is a follow-up on rubric-based assessment of level of attainment of Student Outcomes (SOs) in Environmental Engineering undergraduate education by the senior-year Graduation Design Project (GDP): the focal points are the process of and results from incorporation of additional assessment tools and implementation of “Performance Indicator (PI)-breakdown” to continue improving the SO Assessment and Evaluation (A&E) process. For several consecutive cycles, A&E to define attainment level of total of seven SOs by the GDP gave results below the set thresholds for some of them (SO1, 5, 8), which indicated a discrepancy and a need for improvement in the assessment tools and processes. Accordingly, two remedial actions were undertaken to meet those needs and the SOs were re-assessed. Results of the previous and improved SO A&E process revealed a clear progress in SO attainment addressed by the GDP, from 2014–15 to 2015–16, upon choice and addition of other tools. Yet, those still gave a general sense of deficiencies at SO-level. Therefore, some additional tools were added and the “PI-breakdown”-based approach was implemented. Those informative results are combined successfully with the formerly improved SO A&E process, facilitating attainment of more realistic results and further fine tuning of the SO A&E process.

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Dulekgurgen E , Yangin-Gomec C , Karahan Özgün Ö, Aydin B, Guven H. Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment. In Auer ME, Simonics I, Guralnick D, editors, Teaching and Learning in a Digital World - Proceedings of the 20th International Conference on Interactive Collaborative Learning. Springer Verlag. 2018. p. 184-190. (Advances in Intelligent Systems and Computing). doi: 10.1007/978-3-319-73204-6_22

Follow-up on rubric-based assessment of student outcomes by senior-year graduation design project and continuing to improve by performance indicator breakdown-based assessment

Abstract

Publication series

Conference

Bibliographical note

Keywords

Access to Document

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