Adapt science-inquiry rubric categories from claim-evidence-reasoning to solution-support-reasoning for engineering activities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend modifying the evaluation rubric when moving from science inquiry to engineering inquiry. The science rubric evaluated how students answered their question with the categories claim, evidence, and reasoning; for engineering, "the categories became proposed solution, support (including tradeoffs and optimization), and reasoning or justification of how the solution worked." Support was assessed via a schematic diagram or the output-voltage equation, and reasoning via explanation of how output voltage depends on the resistor values.

Design Implications¶

Context¶

Requirements¶

• An engineering design challenge whose solution, supporting circuit analysis, and reasoning can be assessed separately

Constraints¶

• The article describes this modification for a circuit design inquiry; it does not report a comparison of the two rubric designs.

Target Learners¶

• undergraduate students in engineering technology courses

Target Learning Goals¶

• solving engineering design problems and justifying how a solution works

Related Strategies¶

• Assess disruption and reclamation with rubric levels of adaptability and automated disruption-reclamation profiles

Examples¶

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Key Sources¶

• Morzinski, K., Azucena, O., Downs, C., Favaloro, T., Park, J., & U, V. (2010). Circuit Design: An inquiry lab activity at Maui Community College. ASP Conference Series. https://arxiv.org/abs/1009.3296 doi:10.48550/arxiv.1009.3296