期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2011
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Education research strongly links methods of course assessment with the student learning process. In open-ended engineering design courses, assessment based on student deliverables as “product” may focus student attention on a content checklist rather than effectively learning process and techniques that are critical to professional engineering practice. By developing a rubric assessment scheme that relates directly to the course learning objectives and sharing it openly with students, it is proposed that students are more likely to achieve deeper learning on the process of engineering design.
