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Relevant CAT: Scoring Rubrics

Discipline: Engineering

Description:
The "Presentation Sandwich" checklist is the mnemonic used in an introductory engineering course to describe the presentation requirements for all technical work. The checklist has two major sections: Section I concerns the Presentation Sandwich itself and Section II concerns Graphical Work. Section I has three sub-sections (A, B, and C), one concerning Problem Context, one concerning the technical work (i.e., the "sandwich filling"), and one concerning the Discussion. Students who do not meet all of the yes/no are required to re-submit their work. Space is left for students demonstrating exemplary work. The checklist is provided to students prior to their assignment.

Tool:
Evaluation of ___________________________ ‘s Work

Work Product Being Evaluated :________________________________________.

The Work Product (Exceeds or Meets Expectations, Needs Improvements)

Evaluated by:___________________________________.

The following checklist can be used to determine if a particular work product Exceeds expectations, Meets expectations, or Needs Improvement. Meeting expectations requires meeting or exceeding expectations for all.htmlects of presentation (the three parts of the Presentation Sandwich and Graphical Material, if graphical material is present). This checklist comes directly from the material in Part I of Section J in the Orange Workbook.

The Presentation Sandwich (Exceeds or Meets expectations, Needs Improvement)
(meeting expectations requires meeting or exceeding expectations for A, B, and C)

A. The first slice of bread - Problem Context ( M or E expectations, Needs Improvement)
For the context requirement, at LEAST ONE of the following items must be checked:

_____ 1. Is it written in either the present or future tense? (YES = Meets, NO = Needs Improvement)

_____ 2. When you look at the work product, do you read material that explicitly:

_____ explains why the work will be done (e.g., "This is a homework assignment on equilibrium" or "This work on frame weight will be undertaken to get a better idea about how much this Home Exercise Machine might weigh")? (YES, NO), or

_____ tells you what will be accomplished when the work is done (e.g., "After this assignment is completed I will have shown I know how to do force balances and will be prepared for the quiz" or "When this work is completed we will know the frame weight")? (YES, NO), or

_____ tells you how this work fits into a bigger problem (e.g., "This is the third assignment from Chapter 3" or "Estimating the cost of the Home Exercise Machine requires knowing the weight of the machine’s frame which is determined in the following work")? (YES, NO)

To meet expectations you must have answered YES to at least one of the previous questions. Work products that do not explicitly address the issue of context need improvement.

Comments if First Slice of Bread Exceeds Expectations or Needs Improvement.



B. The sandwich filling - Sketches, Process, Work (M or E expectations, Needs Improvement)

1. When you look at the work product

_____ is the material readable, neat? (YES, NO), and

_____ is it clear (cognitively) what is being presented, i.e., does it make sense? (YES, NO), and

_____ 2. After reviewing the work it is clear what was done and how? (YES, NO)

To meet expectations you must have answered YES to all of the previous questions. Work products that fail to have each of these items needs improvement.

Comments if Sandwich Filling Exceeds Expectations or Needs Improvement



C. The second slice of bread - Discussion (M or E expectations, Needs Improvement)

_____1. Is it written in the past tense (present or future tense only if explaining what next logical task will be) (YES = Meets, NO = Needs Improvement)

_____ 2. When you look at the work product do you read material that explicitly discusses and comments on:

_____ what was learned (e.g., "The frame weight was 34 kilograms which is much lighter than any machine we have found in the stores" or "This cone surface area of 250 m2 is huge, about a third of a football field")? (YES, NO), or

_____ the process used in working the problem (e.g., "I could not work this problem until I realized I could replace 1 with sin2θ + cos2θ " or "Until we simplified the frame, we were not able to get our model to converge")? (YES, NO), or

_____ the correctness of the result (e.g., "The answer to this problem is 14.6 m2, which matches the answer in the back of the book" or "This weight of 34 kilos, while it seems light, is probably correct; the model was checked using example problem 4.5 in Shigley")? (YES, NO), or

_____ what will happen next (e.g., "Now we can calculate the cost of our device" or "This is the fifth problem that I have been able to work and I think I am now ready to take tomorrow’s mid term exam")? (YES, NO)

_____ To meet expectations you must have answered YES to at least one of the previous questions. Work products that do not explicitly discuss the results need improvement.

Comments if Second Slice of Bread Exceeds Expectations or Needs Improvement



D. Graphical Work (Exceeds or Meets expectations, Needs Improvement, no graphical work)
(meeting expectations requires a YES for all of the following items)

_____ Are there descriptive titles for all the graphical work? (YES, NO)

_____ IF a figure complements some analytical work, are the variables from the analysis shown on the figure? (YES, NO, DOES NOT APPLY)

_____ IF there are charts, plots, graphs, do they meet the presentation expectations for charts, plots, graphs as defined in the Modeling section? (YES, NO, DOES NOT APPLY)

Comments if Graphical Work Exceeds Expectations or Needs Improvement




Tool provided courtesy of B. McNeill, L. Bellamy, and V. Burrows.

Authors:

Barry McNeill (Mechanical and Aerospace Engineering, Arizona State University)
Lynn Bellamy (Retired, Chemical Engineering & Student Academic Services, Arizona State University)
Veronica Burrows (Chemical, Biological and Materials Engineering, Arizona State University)


Selected References:

McNeill, B. & Bellamy, L. (1996, July). Assessing Quality in Student Work Projects: The role of Customers and Expectations. Paper presented at the New Approaches to Undergraduate Engineering Education Number VIII, Queen's University, Kingston, Canada. http://c.htmlub.eas.asu.edu/mcneill/word_documents/papers/nauee.doc

McNeill, B. & Bellamy, L. (1998, June/July). Assessment For Improvement In The Classroom. Paper presented at the American Society for Engineering Education (ASEE) Annual Meeting, Seattle Washington.
http://c.htmlub.eas.asu.edu/mcneill/word_documents/
papers/asee_summer_98.doc

McNeill, B. & Bellamy, L. (1999). The Articulation Matrix A Tool for Defining and Assessing a Course. Chemical Engineering Education, 33(2). http://c.htmlub.eas.asu.edu/mcneill/word_documents/
papers/course_articulation_matrix_version_6.doc

McNeill, B., Bellamy, L. & Burrows, V. (1999). "A Quality Based Assessment Process for Student Work Products." ASEE Journal of Engineering Education, 88(4). http://c.htmlub.eas.asu.edu/mcneill/word_documents/papers/using_checklists_v10.doc

McNeill, Bellamy, Burrows, Zener, and Foster, (1999), "Part I of Section J A Guide to Presentation, Organization, and Assessment of Technical Work", in Introduction to Engineering Design The Workbook, ninth edition, Primis Custom Publishing (out of print) at http://c.htmlub.eas.asu.edu/mcneill/word_documents/j_guide.doc



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