Rubric-Based Assessment of Entrepreneurial Minded Learning in Engineering Education: A Review

摘要

Existing literature of entrepreneurial mindset (EM) assessment has focused primarily on measuring psychological constructs, and little has been reported on other forms of assessing EM. A rubric - an explicit set of criteria to assess a particular type of performance - is an important tool to directly assess students' development of the entrepreneurial mindset. Despite the impact of rubrics on assessing and improving engineering entrepreneurship education, there is currently a lack of systematic examination of rubrics as assessment tools used in entrepreneurial programs in engineering education. To fill this gap, this paper explores rubric-based assessment of entrepreneurial minded learning (EML) by examining (1) the underlying pedagogical approaches, models, and theories that contextualize rubrics-based assessment, (2) elements of rubrics relevant to the assessment of EM-related learning outcomes, (3) the benefits and challenges of creating and implementing rubrics according to educators' reported use, and (4) the implications of using rubrics to promote EML. Several databases and both national and international journals were systematically searched for rubricbased assessment of EML. According to our inclusion and exclusion criteria, this paper selects and reviews 23 studies of this kind. The major finding of this systematic review is that rubrics may offer a promising platform of assessment for entrepreneurial minded learning in engineering.