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Bridging diverse institutions, multiple engineering departments, and industry: A case study in assessment planning
Journal of Engineering Education, Apr 1998 by McMartin, Flora, Van Duzer, Eric, Agogino, Alice
The result of the task force's negotiations was such a rich product for two reasons: it was based on the insights generated by the larger group and it included representatives of all the Synthesis Coalition's stakeholders. The task force refined the list of qualities into measurable goals, identified a list of abilities associated with those goals, and selected criteria by which a student could demonstrate competence of those abilities-this list became known as the Synthesis Assessment Framework. Last, the task force generated possible measures for each criterion to serve as the foundation for the rubrics to be used to evaluate a student's ability level given the classroom activities and criteria associated with it.
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In parallel with the task force's activities, the approximately 40 scenarios written by members of the MIB were analyzed by a second team of assessment staff to extract a list of abilities and actions that an engineer would employ to resolve these "real-life" situations. This list of industry activities/abilities was then compared to the Synthesis Assessment Framework for validation. A rough cross comparison between the two lists showed a high (approximately 80%) match between activities/abilities required by the industry scenarios and those identified for assessment in Synthesis engineering courses.
The Synthesis Assessment Framework, a comprehensive list (see Table 1.) of what would be assessed in terms of student learning,* in draft form, was sent to each stakeholder group for review and comment. Once the review period was completed, the list was revised based on the comments received. Finally, after nearly five months of negotiation and refinement, the Synthesis Coalition Board of Directors approved the final Synthesis Assessment Framework, setting the stage for the next phase of the planning period: deciding how to assess these abilities.
Coming to consensus around what to assess is a time consuming but critical first step in initiating assessment. Once the faculty and students at a particular level (e.g., major or department) agree on the most important abilities to assess they should be compared with those of the other stakeholders (e.g., industry, other integral college departments) to make sure that what is being assessed is valued by all. Including stakeholders in defining what to assess strengthens each participant's accountability for what is assessed, taught, and learned, and builds ownership in and responsibility for the assessment process.
IV. CHALLENGE: CREATING CONSENSUS ON HOW TO ASSESS
The process for coming to consensus on how to assess the abilities identified in the first phase of the planning process employed a different set of strategies including new roles for faculty, students, and the MIB. Phase I depended upon the participants to provide information and expertise via a brainstorming and negotiation process. The participants generated information, which the task force organized and focused. Phase II required that the generative work be done by the Synthesis assessment team and that the stakeholders be the arbiters and editors of that work.
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