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5 th International CDIO Conference Assessment of Student CDIO Skills

5 th International CDIO Conference Assessment of Student CDIO Skills. by Ng Geok Ling 8 June 2009. Content. The challenge Quick Overview of CDIO Implementation in CE division Process of integrating CDIO syllabus into module syllabus Stage 1 : Define and Identify CDIO skills

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5 th International CDIO Conference Assessment of Student CDIO Skills

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  1. 5th International CDIO Conference Assessment of Student CDIO Skills by Ng Geok Ling 8 June 2009

  2. Content • The challenge • Quick Overview of CDIO Implementation in CE division • Process of integrating CDIO syllabus into module syllabus • Stage 1 : Define and Identify CDIO skills • Stage 2 : Integrate CDIO Skills into Curriculum • Stage 3 : Develop Assessment Rubrics • Stage 4 : Curriculum Evaluation • Conclusion • Q&A

  3. The Challenge • 2 years ago • Implemented but not clearly documented • To reflect the integration of CDIO skills into the existing module syllabus • To develop an outcome assessment to assess CDIO skills

  4. CDIO Implementation in CE Stage 2: Integrate CDIO Skills into Curriculum Stage 1: Define and Identify CDIO skills Stage 3: Develop Assessment Rubrics Stage 4: Curriculum Evaluation Improvement to teaching and learning and curriculum

  5. Stage 1: Define and Identify CDIO skills • Obtained expected PL from the industry • Students are technologist not engineer • Therefore, higher expectation in implementation and operation • Expected skills needed in a module to be entered into ITU table

  6. ITU table • I – Introduce but not assess • T – teach and assess • U – Utilise, may or may not be assess • Overall picture of CDIO skills for the course can be seen

  7. CDIO Implementation in CE Stage 2: Integrate CDIO Skills into Curriculum Stage 1: Define and Identify CDIO skills Stage 3: Develop Assessment Rubrics Stage 4: Curriculum Evaluation Improvement to teaching and learning and curriculum

  8. Stage 2: Integrate CDIO Skills into Curriculum • Example : BE750Y CAD Studio • 1st year module in DCEM • Supporting module to BE751Y BTM with capstone project and Intro to Civil Engineering

  9. Step 1- Means of Assessment • Refer to your means of assessment as written in the module syllabus

  10. Step 2 – Assessment Component Breakdown • Breakdown the individual assessment component (as in SAS format) appropriately according to your module needs

  11. Step 3 – KSA Weightage Breakdown • Formulate a table with the CDIO skills you have selected (refer to ITU table) and the assessment components • CA and LAB assessment weightage spread across each CDIO skill (1 to 4) • Minimum weightage for each skill to be 5% • All Tests (TST1,2&3) which are formative assessment are only assigned to technical skills

  12. CDIO skill 2 & 3 Bloom Revised Table of Specification Current

  13. Step 4 – Table of Specification in Module syllabus KSA Weightage Table • Transfer the total weightage in each row from KSA weightage table Table of Specification

  14. CDIO Implementation in CE Stage 2: Integrate CDIO Skills into Curriculum Stage 1: Define and Identify CDIO skills Stage 3: Develop Assessment Rubrics Stage 4: Curriculum Evaluation Improvement to teaching and learning and curriculum

  15. Stage 3 – Develop Assessment Rubric • Assessment criteria for technical content • up to module team to define according to the module learning outcome 100/25% x 10% = 40 marks

  16. Assessment Template – CA1 • Student is graded as: 1-poor, 2-Fair, 3-Good, 4-Very Good and 5-Excellent • in the column under skill • Lecturers refer to criteria table for the detail attributes under each skill Marks auto-calculate = ( 25 / 5 ) x 1 = 5 Scale of 5

  17. CDIO Implementation in CE Stage 2: Integrate CDIO Skills into Curriculum Stage 1: Define and Identify CDIO skills Stage 3: Develop Assessment Rubrics Stage 4: Curriculum Evaluation Improvement to teaching and learning and curriculum

  18. Stage 4: Curriculum Evaluation • Most important in the process • Use assessment results for improvement • Ratings of CDIO skill for the course cannot be obtained as not all module have implemented stage 3 • Example: at module level, 2 groups of 47 students • Not conclusive until more data are collected from all groups doing the same modules

  19. Conclusion • Helps in develop and manage curriculum integration with CDIO skills • Good reference to develop the process of outcome assessment using rubrics • To achieve the expected proficiency level progressively over the 3 years of study • Defining 3 levels of expected PL in progress

  20. Thank You Q & A www.sp.edu.sg Singapore Polytechnic500 Dover RoadSingapore 139651tel. +65 6775 1133fax.+65 6870 6189

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