A Review Of Literature On Assessment Practices In Capstone Engineering Design Courses: Implications For Formative Assessment
Michael S. Trevisan, Denny Davis, Steven Beyerlein, Phillip Thompson, Olakunle Harrison
Abstract
This paper presents findings from a literature review on classroom assessment in capstone engineering design courses. Nine engineering education and design journals and conference proceedings were queried, going back 10 years. Based on specific criteria, thirty-two articles were identified for review. Findings show a focus on description of classroom assessment techniques and their general use. Three articles specifically focus on the use of formative classroom assessment to enhance student design competence and professional skills. The literature, while emerging, is fragmented and diffuse. Implications for classroom assessment practice and scholarship in engineering education are addressed.