Designing Sound Scoring Criteria for Assessing Student Performance

Abstract

Abstract Assessment of student performance has become a fundamental aspect of teaching and learning and a key task for engineering educators under new ABET (Accreditation Board for Engineering and Technology) engineering accreditation requirements. Assessment of performance also provides new challenges for many faculty. The purpose of this paper is to fill a void in the literature and assist faculty to meet part of the performance assessment development challenge. Specifically, this paper focuses on a critical feature of performance assessment—the development of scoring criteria. Straightforward guidelines for designing scoring criteria are provided from recent project experiences of the authors. Sample scoring criteria are also provided along with a concrete project example illustrating the development process in an engineering education context.