dc.contributor.author	Potter, Barry Scott	en
dc.contributor.committeechair	Bowen, Bradley D.	en
dc.contributor.committeemember	Ernst, Jeremy V.	en
dc.contributor.committeemember	Paretti, Marie C.	en
dc.contributor.committeemember	Williams, Thomas O.	en
dc.contributor.department	Education, Vocational-Technical	en
dc.date.accessioned	2021-02-03T09:00:37Z	en
dc.date.available	2021-02-03T09:00:37Z	en
dc.date.issued	2021-02-02	en
dc.description.abstract	Technology and Engineering Education has deep roots in Project Based Learning, with its beginning in the Industrial Arts, and tracing its ancestry to craft apprenticeships. This constructivist philosophy supports the idea that the creation of an artifact lends itself to higher order cognitive processes. This study analyzed the content of middle school Technology and Engineering Education Rubrics for evidence that higher order cognition was being assessed. Five raters coded ninety-eight performance indicators from six rubrics for the evidence of declarative, procedural, schematic, and strategic knowledge. Gwet's AC1 and percent agreement were calculated to determine inter-rater reliability. Additionally, the performance criteria were coded for six engineering constructs. The Engineering Constructs from the performance criteria were extrapolated to the performance indicators to see which Engineering Constructs were supporting higher order cognition. Analysis included the determination of whether or not the rubrics that were analyzed supported higher order cognition as well as their performance indicators, performance criteria, and which Engineering Constructs support higher order cognitive processes.	en
dc.description.abstractgeneral	What used to be known as the shop class, or Industrial Arts, has morphed into Technology and Engineering Education. With the emphasis now on teaching engineering processes and Project Based Learning instead of manual skills, there is a lack of research on whether or not the assessments have evolved enough to assess higher levels of cognition. Higher level cognitive processes in engineering design are defined as those processes that are used to troubleshoot and create. This study analyzed middle school Technology and Engineering Education rubrics to look for evidence of assessing higher order cognition. Rubrics are a commonly used tool in Project Bases Learning as a form of assessment. Rubrics are separated into two distinct parts: performance criteria; and their performance indicators. The performance criteria were analyzed for six different Engineering Constructs, and the performance indicators were analyzed for four cognitive constructs. The analysis looked for evidence of higher-level cognitive constructs, and which Engineering Constructs supported higher level cognitive constructs.	en
dc.description.degree	Doctor of Philosophy	en
dc.format.medium	ETD	en
dc.identifier.other	vt_gsexam:28897	en
dc.identifier.uri	http://hdl.handle.net/10919/102205	en
dc.publisher	Virginia Tech	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	technology and engineering education	en
dc.subject	assessments	en
dc.subject	cognition	en
dc.subject	constructs	en
dc.title	Analysis of Technology and Engineering Education Assessments	en
dc.type	Dissertation	en
thesis.degree.discipline	Curriculum and Instruction	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Philosophy	en

Analysis of Technology and Engineering Education Assessments

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