Assessing Student Work in Engineering Graphics and Visualization Course

Authors

  • David Elrod Georgia Institute of Technology
  • Michael D. Stewart Georgia Institute of Technology

Abstract

Advances in computer technology have led to significant changes in the content of the freshman engineering graphics course. Course topics, textbooks, and software choices differ from one institution to another, depending in part on the programs of study the engineering graphics course serves.  In addition, institutions differ in the methods used to assess student learning. A number of authors have presented their work in the area of grading criteria and assessment of student work in the freshman engineering graphics course.

 

In the latest revision of the engineering graphics course at Georgia Tech, a backward design approach was used to identify goals for student understanding, to establish assessments for measuring student understanding, and to plan instruction. This paper describes the evolution of the freshman engineering graphics course at Georgia Tech, in terms of course content and assessment methodology. The paper includes a statement of learning objectives, an assessment matrix, and examples of student assignments.

Issue

Vol. 69 No. 2 (2005): Spring

Section

Feature Articles
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