Purzer, S., & Douglas, K. A., & Folkerts, J. A., & Williams, T. V. (2017, June), An Assessment Framework for First-Year Introduction to Engineering Courses  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27552

\bibitem{asee_peer_27552}
  Purzer, S., \& Douglas, K. A., \& Folkerts, J. A., \& Williams, T. V. (2017, June), \emph{An Assessment Framework for First-Year Introduction to Engineering Courses}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--27552

Senay Purzer, Kerrie A Douglas, Jill Anne Folkerts, and Taylor V. Williams.  "An Assessment Framework for First-Year Introduction to Engineering Courses".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://strategy.asee.org/27552 Internet.  14 May, 2024

\bibitem{asee_peer_27552}
  Senay Purzer, Kerrie A Douglas, Jill Anne Folkerts, and Taylor V. Williams.
  "An Assessment Framework for First-Year Introduction to Engineering Courses".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://strategy.asee.org/27552 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_27552
author = "Senay Purzer, Kerrie A Douglas, Jill Anne Folkerts, and Taylor V. Williams"
title = "An Assessment Framework for First-Year Introduction to Engineering Courses"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/27552}
number = {10.18260/1-2--27552}
}

TY  - CPAPER
AB  - In this evidence-based practice paper, we describe an assessment framework that applies to first-year introductory engineering courses.  First-year engineering courses cover a variety of learning objectives that address both technical and professional outcomes outlined in ABET.  These courses also often involve open-ended design and modeling projects.  The assessment of multiple competencies along with open-ended design can be a challenging task for educators.  In this paper, we describe a framework that guides instructional processes for effective assessment for student learning.  This assessment-centered teaching and learning framework helps connect specific learning objectives to broader learning goals or competencies and on-going formative feedback targeting student progression on specific learning objectives.  Our plan is to refine the framework using a design-based research approach.  Following the description of the model and its development, we present results from the first cycle of implementation.  We conclude by discussing hybrid ways for combining traditional methods of assessment with the ability to highlight performance expectations and the appropriate uses of the framework in the classroom.  
AU  - Senay Purzer
AU  - Kerrie A Douglas
AU  - Jill Anne Folkerts
AU  - Taylor V. Williams
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - An Assessment Framework for First-Year Introduction to Engineering Courses
UR  - https://strategy.asee.org/27552
DO  - 10.18260/1-2--27552
ER  -