Competency-Based Assessment - Assessment Type Chart

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School

University of Saskatchewan *

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Course

102

Subject

Mechanical Engineering

Date

Oct 30, 2023

Type

pdf

Pages

Uploaded by CoachBadger3664

Type A Questions (pass/fail quizzes) Qualities Examples Rationale - involve fundamental building blocks (definitions, concepts, basic skills) that need to be automatized Statics given two vectors, take their dot product two different ways These are all basic skills and/or formulaic procedures that students will execute frequently. The skills have been seen in class, and they don’t require judgement, just memorization. - involve one-step or multi-step formulaic procedures Math differentiate a basic expression that requires the use of the product rule - involve repetitive tasks that students have seen in class that have been recently drilled on Chemistry balance a simple chemical equation - involve "plug and chug" operations if students know their concepts, definitions, and formulas - can be done well with little to no conceptual understanding Tech Comm write a correct parenthetical citation and reference for a source using APA style Comp Sci predict the output of a simple block of code Type B Questions (collective 70 % minimum pass threshold) Qualities Examples Rationale - involve "simple" fully integrated problems with multiple steps; problems that are characteristic of the field Statics solve for unknowns to establish 2D equilibrium on a simple rigid body relatively formulaic, problem type covered in class, includes standard solution components and steps - require judgements involving the basic application of concepts Math integrate an expression that requires substitution or integration by parts need to figure out best approach knowing multiple techniques, but problem type covered in class - integrate multiple Type A concepts and skills Chemistry calculate the mass of a reaction product given the mass of the reactant relatively formulaic, problem type covered in class, includes standard solution components and steps - involve no significant extension of work covered in class - can be done well with basic conceptual understanding Comp Sci create a loop to add a set of numbers together relatively formulaic, problem type covered in class, includes standard solution components and steps Type B+ Questions (collective 50% minimum pass threshold) Qualities Examples Rationale - involve tasks that can be done adequately with basic conceptual understanding (like a Type B question), but require deep understanding for mastery (like a Type C question) Statics develop the hypothesis for a lab experiment easy to write a structurally correct hypothesis that is approximately correct; more difficult to create an insightful and nuanced one Comp Sci write a program to solve a moderately difficult computational problem, given a description of the code blocks required fairly easy to write a program that gives a correct answer; more difficult to make it efficient, robust, well-structured and well-documented - allow students to demonstrate deep skill/understanding, but do not require these qualities to pass assessments Tech Comm write an essay fairly easy to write a structurally correct essay with proper syntax; more difficult to write one that is insightful, original, and persuasive - allow for a range of responses that can provide evidence of mastery when the student work is of high quality Design solve a design problem one can go through the design steps and get an uninspired solution that would be considered acceptable; but a great solution will require the highest levels of all design skills including creativity and insight Type C Questions (no minimum pass threshold) Qualities Examples Rationale - may not have been seen in class, so they may require creativity and adaptability Statics solve for unknowns to establish 3D equilibrium using uncommon supports on an improperly constrained rigid body not seen in class, have to put together known pieces in unfamiliar ways, drawing on a deep understanding of fundamental principles - involve skills learned with exposure/practice over time - require students to make sense of the unfamiliar Math solve an integration problem that requires thoughtful manipulation before it lends itself to be tackled by a procedure learnt in class would need to understand the utility of various integration strategies at a deep level in order to approach a solution in a non-standard situation - involve strategies to develop inferences about potential solution approaches, resulting in adoption of high value approaches Circuits determine unknown circuit parameters in a complex circuit using the most efficient method of circuit analysis not seen in class, complex solution required in combination with considerations of efficiency - require recognition and correct (or no) use of relevant and irrelevant information Comp Sci write a program to solve a problem they’ve never done before that requires difficult logic and unclear/challenging computational steps not seen in class, can’t get correct answer without deep understanding of logic and computation; have to put together known pieces in new ways - can only be done well with deep conceptual understanding

Competency-Based Assessment - Assessment Type Chart

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