TY - JOUR
T1 - Argumentative-driven assessments in engineering
T2 - a challenge-based learning approach to the evaluation of competencies
AU - López-Guajardo, Enrique A.
AU - Ramirez-Mendoza, Ricardo A.
AU - Vargas-Martinez, Adriana
AU - Jianhong, Wang
AU - Roman-Flores, Armando
AU - Zavala, Genaro
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer-Verlag France SAS, part of Springer Nature.
PY - 2023/2
Y1 - 2023/2
N2 - This work explores the design and application of argumentative-driven assessments (ADA) within the context of challenge-based learning as a mechanism of feedback and evaluation of knowledge and competencies. It discusses a combined model that integrates the essential elements of challenge-based learning with the Toulmin argumentative structure. This work attends the need for a step-by-step guide and overall recommendations for the ADA design (including an evaluation rubric) that includes a mid-term ADA in the Mechanical Vibrations challenge based on the proposed guidelines. The ADA's implementation showed that the students developed competencies related to critical thinking, problem-solving, engineering design, and data analysis. The students proposed different solutions to the open-engineering problem while backing each assumption with relevant information and calculation. ADA offers the students the opportunity to demonstrate their ability to predict and discuss different scenarios in the challenge. The ADA-challenge design and implementation's results suggest that contextual argumentation with immersion is essential to promote a sense of purpose in the students. ADAs are essential tools that facilitate identifying and evaluating the development levels of various competencies while providing a forum for students to discuss, express, and apply acquired knowledge. ADAs can also improve the students' learning experience by providing continuous feedback in the context of conceptual and structural scaffolding. The ultimate goal is to give the students the relevant feedback that correctly identifies their achievements and monitors their progress and opportunity areas in their learning process.
AB - This work explores the design and application of argumentative-driven assessments (ADA) within the context of challenge-based learning as a mechanism of feedback and evaluation of knowledge and competencies. It discusses a combined model that integrates the essential elements of challenge-based learning with the Toulmin argumentative structure. This work attends the need for a step-by-step guide and overall recommendations for the ADA design (including an evaluation rubric) that includes a mid-term ADA in the Mechanical Vibrations challenge based on the proposed guidelines. The ADA's implementation showed that the students developed competencies related to critical thinking, problem-solving, engineering design, and data analysis. The students proposed different solutions to the open-engineering problem while backing each assumption with relevant information and calculation. ADA offers the students the opportunity to demonstrate their ability to predict and discuss different scenarios in the challenge. The ADA-challenge design and implementation's results suggest that contextual argumentation with immersion is essential to promote a sense of purpose in the students. ADAs are essential tools that facilitate identifying and evaluating the development levels of various competencies while providing a forum for students to discuss, express, and apply acquired knowledge. ADAs can also improve the students' learning experience by providing continuous feedback in the context of conceptual and structural scaffolding. The ultimate goal is to give the students the relevant feedback that correctly identifies their achievements and monitors their progress and opportunity areas in their learning process.
KW - Argumentative-driven assessment
KW - Challenge-based learning
KW - Competencies development
KW - Educational innovation
KW - Formative evaluation
KW - Logical argumentation
UR - http://www.scopus.com/inward/record.url?scp=85145829093&partnerID=8YFLogxK
U2 - 10.1007/s12008-022-01188-2
DO - 10.1007/s12008-022-01188-2
M3 - Article
AN - SCOPUS:85145829093
SN - 1955-2513
VL - 17
SP - 79
EP - 91
JO - International Journal on Interactive Design and Manufacturing
JF - International Journal on Interactive Design and Manufacturing
IS - 1
ER -