Implementation and assessment of eingineering design

Abstract

As we move more towards 21st century education, there are more courses offered in schools and school districts that demand skills in science, technology, engineering, and mathematics. With engineering design-based classes, districts and programs are developing standards and practices, leaving the teachers of these classes to develop many of their own ideas and materials to implement an effective class for their students and their schools until a more unified standard is released. This project was completed with the intent of delivering an effective engineering and design class as a trial run for the American School of Kinshasa. Throughout the treatment students were given surveys to measure confidence and then given pre and posttests to see if students were learning the content outlined in the International Baccalaureate Middle Years Program Design Guide. The treatment was over the first semester of the course. Through the data collection the students gave comments pertaining to the effectiveness of the course and listed the skills they improved by being part of the class. Overall the treatment was effective in having students identify skills they learned and improved, as well as build their confidence when taking on project-based learning tasks. As for their understanding of the content is became apparent that the material needed to be taught at a slower pace allowing formative feedback before summative assessments could accurately assess student understanding.