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Assessment and Evaluation of Undergraduate Design Engineering Projects

[+] Author Affiliations
George Platanitis, Remon Pop-Iliev

University of Ontario Institute of Technology, Oshawa, ON, Canada

Paper No. DETC2007-35383, pp. 653-662; 10 pages
  • ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 4: ASME/IEEE International Conference on Mechatronic and Embedded Systems and Applications and the 19th Reliability, Stress Analysis, and Failure Prevention Conference
  • Las Vegas, Nevada, USA, September 4–7, 2007
  • Conference Sponsors: Design Engineering Division and Computers and Information in Engineering Division
  • ISBN: 0-7918-4805-1 | eISBN: 0-7918-3806-4
  • Copyright © 2007 by ASME


Methodologies focused on assessing and evaluating the developed learning outcomes and the students’ ability to adequately combine design engineering project work with the knowledge gained from coursework and integrate these by extending it into practical applications exist and are continually evolving. However, it seems that there is still a lot of room for their improvement. In this research, a universally applicable methodical tool, developed in recent years, that is generally useful in knowledge evaluation exercises, was directly applied to the design engineering field. The efforts were focused on developing a model to evaluate the extent to which students have applied their knowledge in various design engineering projects over their undergraduate education. Each component of the proposed model represents a different level of application starting from one’s basic understanding of a concept, the ability of one to relate knowledge and articulate relationships among elements of the fundamentals, and finally culminating into the ability of one to take knowledge and apply it to a novel situation. Rubrics (charts describing learning at different levels of development) were used to evaluate students’ level of knowledge application. The preliminary results of this study proved that the model is quite useful in evaluating the learning process of students via design projects and methods can be developed to customize and maximize it.

Copyright © 2007 by ASME



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