Grigg, S. J., & Van Dyken, J., & Benson, L., & Morkos, B. (2013, June), Process Analysis as a Feedback Tool for Development of  Engineering Problem Solving Skills   Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22372

\bibitem{asee_peer_22372}
  Grigg, S. J., \& Van Dyken, J., \& Benson, L., \& Morkos, B. (2013, June), \emph{Process Analysis as a Feedback Tool for Development of  Engineering Problem Solving Skills }
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22372

Sarah  Jane Grigg, Jennifer Van Dyken, Lisa Benson, and Beshoy Morkos.  "Process Analysis as a Feedback Tool for Development of  Engineering Problem Solving Skills ".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22372 Internet.  15 Jun, 2024

\bibitem{asee_peer_22372}
  Sarah  Jane Grigg, Jennifer Van Dyken, Lisa Benson, and Beshoy Morkos.
  "Process Analysis as a Feedback Tool for Development of  Engineering Problem Solving Skills ".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22372 Internet.  15 Jun, 2024

@INPROCEEDINGS{asee_peer_22372
author = "Sarah  Jane Grigg, Jennifer Van Dyken, Lisa Benson, and Beshoy Morkos"
title = "Process Analysis as a Feedback Tool for Development of  Engineering Problem Solving Skills "
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22372}
number = {10.18260/1-2--22372}
}

TY  - CPAPER
AB  -               Process Analysis as a Feedback Tool for Development of                       Engineering Problem Solving SkillsOne of the directives set forth by the National Academy of Engineers urges educationalresearchers to develop means of advancing personalized learning, or tailoring instruction to meetstudents’ individual needs. When solving problems, there are a vast number of ways thatstudents can err, all of which require different instructional interventions to amend. Identifyingindividual instructional needs requires a different form of assessment than traditional outcomes-based grading systems. It requires a more thorough analysis of the cognitive processes that leadto outcomes and discrepancies that occur throughout the completion of learning activities thatdiffer from the intended process.The purpose of this research was to establish an evidence-based method of assessing students’problem solving processes that can be applied to problems from a variety of contexts andformats. Data was collected from first year engineering students enrolled in an introductorycourse focused on building foundational skills required by all engineering majors. Processanalysis was applied to identify cognitive tasks used in successful solutions completed by firstyear students, the most prominent deficiencies in problem solving processes, and common errorsmade in students’ problem solving attempts. These tasks and errors were mapped to a problem-solving cycle identified by Pretz et al. (2003) with six categories of skills (Define the problem,Represent the problem, Organize knowledge about the problem, Allocate resources for solvingthe problem, Monitor progress toward the goals, and Evaluate the solution) and one category forsolution accuracy.Based on the findings of this research, an assessment tool was developed that enables theevaluation of the problem solving process, pinpointing underutilization of key tasks that havebeen linked to successful problem solutions as well as identifying errors committed in eachsegment of the process. This seven-category instrument ranks student performances based onlevel of proficiency exhibited for each skill (high/medium/low) and identifies the presence orabsence of errors. These values are tallied for an overall score that reflects level of problem-solving proficiency.The major advantage to this assessment tool over traditional grading methods is that it can beapplied as a personalized feedback system to inform students of their level of proficiency as wellas pinpoint skill deficiencies that need attention. This information could then be used byinstructors to direct students to resources and/or to design instructional interventions forovercoming these deficiencies. Additionally, researchers can use this assessment tool toinvestigate the effectiveness of various pedagogical interventions in terms of improving problemsolving performance and pinpointing what skill(s) are most affected. The assessment tool iscurrently being evaluated in terms of reliability and validity for use with different problemsdesigned for first year engineering students, specifically testing its use with problem statementsthat have modified structures and that address new contexts.
AU  - Sarah  Jane Grigg
AU  - Jennifer Van Dyken
AU  - Lisa Benson
AU  - Beshoy Morkos
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Process Analysis as a Feedback Tool for Development of  Engineering Problem Solving Skills 
UR  - https://peer.asee.org/22372
DO  - 10.18260/1-2--22372
ER  -