Competency matrix assessment in an integrated, first-year curriculum in science, engineering, and mathematics

摘要

The Integrated, First-Year Curriculum in Science, Engineering, and Mathematics (IFYCSEM) at Rose-Hulman Institute of Technology integrates topics in calculus, mechanics, statics, electricity and magnetism, computer science, general chemistry engineering design, and engineering graphics into a three course, 12-credit-per-quarter sequence. In 1995-96, faculty teaching IFYCSEM decided to move toward a competency matrix assessment approach. Using a competency matrix, faculty establish a 2D grid. Along the vertical dimension of the grid, faculty list the topics and techniques with which they believe students should become facile. Along the horizontal dimension are the levels of learning according to the taxonomy: knowledge, comprehension, application, analysis, synthesis, evaluation. For each topic in the vertical dimension, faculty establish the desired level of learning associated with a grade: A, B or C. For each quarter in 1995-96, the resulting matrix contained about 500-600 elements or blocks. When a student has demonstrated a level of learning for a particular topic, the student marks the block as earned and enters in the competency matrix a reference to his/her portfolio showing where the supporting document may be found. Students maintain their own portfolios and competency matrices and at the end of each quarter students submit their competency matrix along with a portfolio as documentation. Faculty assign a grade based on the competency matrix. We present descriptions of the rationale and process and discuss advantages and disadvantages, including feedback from both faculty and students.