Engineering Teachers’ Assessment Knowledge in Active and Project-Based Learning

Abstract

An instructional framework that can help students succeed in the current labor force is project-based learning (PBL), which entails students researching and creating projects that reflect their knowledge. PBL implementation has been recently mandated in the Israeli high school science and engineering curriculum, but its effective implementation is impeded by challenges that include the lack of professional guidelines for teachers on creating and assessing student projects. Responding to the need to train engineering teachers in PBL, this chapter describes a recent training initiative for a cohort of engineering teachers from a diverse population, including Arabs and Jews, with varying levels and subject areas of expertise. Rather than simply lecturing these teachers about PBL, the program required teachers to devise assessment criteria that they felt were relevant to their own teaching, to implement PBL and these criteria in their classrooms, and then to present their students’ projects to their fellow teachers. The research aim was to address two questions that are related to teachers’ knowledge of engineering education, teachers’ reflections of the best practices for implementing PBL, and the teachers’ classroom PBL competency. We found a gap between teachers’ declared knowledge of their own PBL proficiency and other knowledge types, especially their knowledge of assessing student learning. The theoretical and practical contributions of this study include guidelines for developing, validating, and applying a PBL training tool kit, a set of criteria for PBL assessment, and the first step of creating a PBL engineering education community of practice.

Appendices

Appendices

Appendix 53.1: Sample Quotations from Teachers’ PK of PBL

Teacher Responses Demonstrating Competency of PBL at a High Level

• In my understanding, the idea is to reverse the traditional structure, the subject of the project is determined. For example, a learning task defined in time (such as the applied project in biotechnology) in which the student must enrich his knowledge in carrying out scientific research work, e.g. studying genetics in a living model to find a cure for a disease, including experimenting in the laboratory. (E34729)

• Project-based learning uses the project as a tool for establishing context-based learning, and for accumulating practical experience in implementing the tools and theoretical knowledge that students have accumulated. The project serves as a platform for the relevance of learning and for developing students’ ability to self-learn and apply their knowledge. (E00453)

Teacher Responses Demonstrating Competency of PBL at an Intermediate Level

• Project-based learning is learning about a particular subject. At the end of the process you receive a product that illustrates everything that is studied during the learning process. It is important to note that the emphasis is on the process itself, not just on the final product. (E64812)

• Production of a model of a product – Preparation of a three-projection sketch and isometry. Construction of a Styrofoam model – Drawing each of the drawings in a different colour, Performing the same drawing on the computer using a special software that includes three projections, isometric and dimensional measurements. Comparing the product to the result on the computer. (B72592)

• An engineering project is the provision of a technological solution within a predetermined time, while offering a number of alternatives to the solution and choosing the best of them. (M74207)

Teacher Responses Demonstrating Competency of PBL at a Low Level

• PBL – should include frontal lessons. (S82256)

• Indicator: An agreed solution according to which a test is evaluated. (E93960)

• Alternative assessment – Evaluating the student not only according to test scores. For example, peer assessment, self-evaluation, and a portfolio of the whole process of implementation. (E48089)

• A project that is written in order to deepen and study a subject. Example: “4 plays in a row”. (E31234)

• An engineering project: building machines, practical project for students to obtain the certificate while learning important concepts in machines. (E48089)

Appendix 53.2: Samples of Teachers’ Responses to the Question “What Should Be Included in a Project?” – PCK

Teacher Responses Demonstrating Competency of Project Components at a High Level

• (1) In preparing the project: creative thinking, brainstorming group for project selection. (2) Alternatives: Brainstorming process for alternatives in implementation. (3) Application and its qualities (hardware/software/process). (4) Individual and group reflection during the project. (5) Evaluation with the following emphasis: Product quality and process, The student’s skills and understanding of the project’s assemblies, The relative contribution of each student in the project, Bonus for a working project with high complexity. (E33069)

• The components of the project are: A complete idea and then deconstruction, subsystems, specifications of the various subsystems, several different solution suggestions according to specifications. A decision matrix for the optimal solution, for each subsystem, according to a set of reasoned and explained criteria, design of the subsystems and their construction, stages may be repeated due to various restrictions that prevent implementation in accordance with the specification, Integration of subsystems. Including electrical and electronics mechanics and software. examine the entire system in an integrated operation. To execute a project according to established requirements. (M42733)

• Scientific research to be preceded by a research question, the research will challenge both the students and the teacher and will discuss a real problem that can be expected. The solution to the problem will be creative and will include elements from different scientific subjects. (E00962)

• Purpose, preparation of suitable theoretical background, implementation stages adapted to the target and theoretical background, implementation and execution, simply building a final product. (B04677)

Examples of Teacher Responses Demonstrating Competency of Project Components at an Intermediate Level

• 1. Understanding the problem 2. Raising ideas for solving this problem 3. Explore each solution

• 4. Realizing the solution. In other words, each project must contain the total number of combinations in the solution process from the moment the need is identified until the solution itself. (B09064)

• The project should contain a real problem, an inquiry process, a design process, creative solutions, an analysis of results, and a final product. (E09571)

• Knowledge of basic components, learning of components and sensors that are widespread and useful to the project. Knowledge of software and of course the combination of software and hardware and understanding the connection between them. Planning and implementation of an electrical system. (E09760)

Teacher Responses Demonstrating Competency of Project Components at a Low Level

• Presenting a problem, finding ways to solve the problem, conducting an experiment, scientific reporting, and reflective thinking. (S22046)

• Experiment planning, scientific background collection, method study, experiment execution, results processing and presentation, bibliography. (M22755)

• A theoretical study accompanied by the development of a personal engineering project in order to obtain a hands-on experience. (S10305)

• Testing a number of concepts, choosing a preferred idea, designing the system, manufacturing and printing 3D, testing, preparing a production file, manufacturing a perfect product (prototype). (M23005)

Appendix 53.3: Samples of Teachers’ Responses to the Question: “What are the criteria by which a project should be assessed?” – AK

Teacher Responses Demonstrating Competency of Criteria at a High Level

• The prototype that was built, the scientific background being studied, the process of independent learning, cooperation and teamwork, and of course the mastery of the project and the part that the student is responsible for. (O30712)

• Evaluation in such a project should include the ability to read scientific articles, scientific writing, study methodology, measure the soft skills of team work, present the subject to colleagues and then to an outside community, oral and written examinations. (E33069)

• Student development in his inquiry process, assess the learning process as well as the end product, team integration into team, creativity, self-assessment. (E32275)

Examples of Teacher Responses Demonstrating Competency at an Intermediate Level

• Complexity, understanding the relationship between software and hardware. Finding the link between the complexity of the project and the level of the student. (E32729)

• A final product, an understanding of what is being done, an understanding of the theory at the base of the project, and documentation. (E33479)

• The grade is given after a conversation with the student about his project, an examination of the process he underwent, and whether he understands the program he wrote. (S34629)

• The student will be evaluated according to creativity and originality indices, deepening scientific-technological knowledge, solving the problem presented and adapting it to the client. (M43201)

Teacher Responses Demonstrating Competency of Criteria at a Low Level

• Score in relation to the criteria defined according to the requirements, emphasis on creativity, research or production. (M44494)

• The components of the project and the knowledge required in each component should be specified. (M32741)

• Prototype, idea and presentation solution from several angles, documentation and a thorough understanding of all the hardware components and the software part as well. (P47094)

Appendix 53.4: Final Projects of the Engineering Teachers

Final project title	Final project subject
Control system for filling water tank	Electrical engineering
Electronic game
Planning of electrical and control systems for the bakery
Fire detection and extinguishing system
Turns off electronic fire
Planning an electrical system for the supermarket
Discovery and warning
A shopping cart that follows a person	Mechanical engineering
Luggage lift in a high-rise building
Elevators
What is the effect of hydrogen peroxide on the WPR mechanism in WT SC?	Biotechnology
How does the amount of acceleration affect the ability to filter the gene?
The effect of the AFP4 peptide on cell animals and metastasis in metastatic melanoma
Us ports	Software
Logo Detector