Student Outcome Evaluation & Assessment Rubrics

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1 AUTONOMOUS UNIVERSITY OF NUEVO LEON FACULTY OF AGRICULTURE Student Outcome Evaluation & Assessment Rubrics Educational Program on Food Industry Engineer February 12, 2017

2 Outcome (a): Apply knowledge of mathematics, science and engineering. Mathematical principles Does not understand the Select a mathematical Chooses a Combines mathematical connection between model considering the mathematical model or and/or scientific principles mathematical, chemical and fundament chemical and scientific principle that to formulate models of physical or biology physical or biology applies to an engineering chemical or physical processes and systems in process problem, but has trouble processes and systems materials science and in model development relevant to materials science engineering and engineering Calculus in solving materials science a n d engineering Does not understand the connection between theory and the problem for application of calculus in solving materials science and engineering problems Demonstrates partial applications of theory to the problem and expects theory to predict reality using calculus in problemsolving Shows nearly complete applications of theory to the problem and expects theory to predict reality using calculus in problem- solving Recognizes the limitations of engineering models in real life but applies concepts of integral and differential calculus and solve materials science and engineering problems Mathematical Interpretation Mathematical terms are interpreted incorrectly Calculations performed Calculations not performed or performed incorrectly Mathematical terms are interpreted partially Perform calculations with major errors Most mathematical terms are interpreted correctly Development calculations with minor errors Shows appropriate engineering interpretation of mathematical and scientific terms Executes calculus correctly

3 Outcome (b): An ability to design and conduct experiments, as well as to analyze and interpret data. Design an experimental strategy Experimental plan, identification of variables and data collection procedure are missing Experimental plan, identification of variables and data collection procedure are formulated poorly Experimental plan, identification of variables and data collection procedure are formulated adequately, but does not cover completely the objectives Experimental plan, identification of variables and data collection procedure are formulated correctly and cover all the objectives Develop experimental work and data acquisition Analyze, interpret and compare experimental data appropriately i. Experimental work and data acquisition appears to have significant errors. ii. Collected data are disorganized, random, and incomplete and are not documented. Analysis, interpretation and comparisons of data are not made, and differences are not identified or are incorrectly explained. i. Experimental work and data acquisition does not include any detail on instrument precision or accuracy performance. ii. Collected data are organized and planned but is incomplete and poorly documented. Analysis, interpretation and comparisons of data are weak, and most differences are correctly identified, but many are poorly explained i. Experimental work and data acquisition includes instrument precision or accuracy performance. ii. Collection are organized, planned, complete, but are not all documented. Analysis, interpretation and comparisons o f data are adequate; all differences are correctly identified but are not completely explained i. Experimental work and data acquisition includes all relevant sensitivity and calibration information. ii. Collection are organized, planned and are completely documented Analysis, interpretation and comparisons of data are correctly done, all relevant differences have been identified, completely explained

4 Outcome (c): An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. Formulate the problem (identify the "need") and analyze constraints Establish "fitness" criteria for evaluating potential and tradeoffs Generate alternative Build a prototype and analyze performance i. Unable to formulate the problem at all ii. Does not understand the concept of constraint i. Unable to establish fitness criteria ii. Does not understand the concept of tradeoffs Unable to derive any meaningful solution Unable to build a proper prototype i. Partial formulation, but missing some key constraints ii. Understand the concepts of constraints but is unable to formulate the problem i. Somewhat able to establish fitness criteria and tradeoffs whit major weaknesses. ii. Misses several criterial tradeoffs i. Derives a meaningful solution ii. Unable to drive alternative i. Builds a prototype with some help. ii. Shows major weaknesses in analyzing performance i. Formulate the problem and use constraints in formulation ii. Unable to use the most efficient formulation Establishes fitness criteria and tradeoffs whit minor weaknesses Derives multiple Has some weaknesses in evaluation of alternative i. Builds an adequate prototype ii. Somewhat able to analyze performance i. Formulate the problem and analyzes all relevant constraints ii. Find the best formulatio n i. Establishes complete fitness criteria. ii. Analyzes tradeoffs thoroughly Derives alternative Performs proper evaluation of alternative Builds a welldeveloped prototype Fully analyzes the performance

5 Outcome (d): An ability to function on multidisciplinary teams. Contributes to the Project or Team Work Assume Responsibility It does not collect useful information; Does not make important suggestions to the needs of the team He does not perform assigned tasks, he misses team meetings and when he does not say anything constructive, he follows the work done by the other team members. Collects information when pressed; Tries to expose some ideas but does not develop them clearly or correctly to the needs of the team. Performs assigned tasks but needs to be reminded frequently; Regularly attends meetings but generally says nothing constructive, sometimes expects others to do their work. Collects basic and useful information to the needs of the project. Occasionally it offers ideas that are useful to the needs of the team Perform assigned tasks, regularly attend meetings, and usually participate effectively, usually reliable. Collects and presents a lot of relevant information. It offers well-developed and clearly expressed ideas related to the team project. It does all the tasks effectively well and participates with enthusiasm, it is highly reliable. Recognizes the work of Team Members Frequently discusses with team members, does not allow others to speak; Occasionally launches personal attacks; Does things in style and does not listen to other approaches to solution. Usually does not talk much, does not pay much attention when others speak and often considers that the ideas of others will not work; Does not launch personal attacks but does not defend their ideas, is condescending; When you are made to understand you work acceptably well with the team. Usually listens to other points of view, always uses appropriate and respectful language, try understand other ideas. Always listen to others; Helps to develop the ideas of others by giving credit to their contribution; Always helps the team to make the right decision.

6 Creativity The information presented is a copy of the existing one there is no personal contribution; The information is already existing but presents it in an acceptably fluid and logical form; Sometimes makes personal contributions Usually the information presented is a result of his personal analysis based on the bibliography consulted and presents it in a fluid and logical form. The information provided is always useful for the purposes of the project and the result of the analysis of the bibliography consulted presented in a fluid and logical form Outcome (e): An ability to identify, formulate, and solve engineering problems. Problem Statement (Identify) Procedure (Formulate) Final Solution (Solve) No problem statement or very little the problem. No procedure, tries things out unsystematically. Final solution is not correct, or not provided. Problem statement shows some the problem. Some of what information is known and what needs to be determined. Outlines principles and a general procedure, but with errors in the principles or procedure.. Final solution is not correct. Some additional calculation errors may occur in the solution phase. Problem statement shows almost full the problem. Most of what information is known and what needs to be determined. Clear presentation of correct principles and procedure, but with some minor errors in the equations Final solution would be correct, if the minor errors in the equations are corrected. Some additional minor calculation errors may occur in the solution phase. Problem statement clearly shows full the problem. Clearly and completely states what information is known and what needs to be determined. Clear presentation of correct principles, procedure, and equations. Final solution is correct. No errors or some very minor calculation errors in the solution phase.

7 Outcome (f): An professional and ethical Basic concepts Basic analysis of ethics and professionalism Application of ethics and professionalism Discussion of ethics and professionalism Student only names the major theory she/he uses about the professional and ethical aspects. Student can recognize basic and obvious the ethical and professional but fails to grasp complexity or interrelationships Student apply the ethical and professional perspectives to an ethical question with support but is unable to apply the ethical perspectives independently. Student state a position but cannot state the objections to and assumptions and limitations of the different perspectives/concepts. Student can present the gist of the professional and ethical aspects. Student can recognize basic and obvious the ethical and professional and grasp (incompletely) the complexities. Student can apply the ethical and professional perspectives/concepts to a problem. Student can state the objections, assumptions and implications of different the professional and ethical perspectives/concepts but does not respond to objections, assumptions, and implications. Student can apply the professional and ethical aspects. Student can recognize the ethical and professional when presented in a complex context. Student can independently apply the ethical and professional perspectives/concepts to a problem. Student states a position and can state the objections to assumptions and implications to the professional and ethical perspectives/concepts. Student accurately explains the details of the professional and ethical aspects Student can recognize cross relationships among the ethical and professional. Student can independently apply the ethical and professional concepts, accurately, and is able to consider full implications of the application. Student can reasonably defend against the objections, assumptions and implications of different the professional and ethical perspectives/concepts, and the student's defense is adequate and effective.

8 Outcome (g): an ability to communicate effectively. Activity evaluated: Organization of the presentation Presentation of content in your own words to demonstrate understanding Presentation of data to support the information of the Poor organization (sections in paragraphs). The justification of the problem is not observed The conclusion was lost Larger sections were lost The reference was lost The information is inaccurate or irrelevant There are some inconsistencies in the subject of exposure Speech control is not evident when speaking, clarity and voice volume The speaker does not make eye contact with the audience Ideas not clearly expressed without support or details Confusing organization Weak justification Weak conclusion Some sections of the presentation are presented weakly Weak presentation of references Some basic information, but some of it is irrelevant An important part of the text is read Presents a basic some parts of the subject Speech clarity is uneven Limited or sporadic eye contact with the audience Ideas not clearly expressed and with weak details The organization was largely logical and complete Adequate justification Adequate conclusion Appropriate references Adequate information with some minor errors or omissions Adequate research The text is mostly of the author in his own words, only some quotes are copies of texts Present general the topic Good voice, easily recovers from mistakes when speaking Good eye contact with the audience during the presentation Ideas are generally expressed clearly and details are adequate Excellent organization. Good justification approach Excellent conclusion Complete the list of references Exceptional information (relevant and appropriate) Careful and thorough research All the text belongs to the author Has a full the subject Strong, clear, easy-tounderstand voice by the audience Excellent eye contact throughout the presentation Ideas are well developed, clearly with appropriate details

9 subject in the presentation Demonstrates proper use of Spanish There is no interpretation of the data There are no illustrations to support the message Numerous errors in grammar, punctuation and spelling Many phrases have inadequate construction The presentation does not appear to have been revised Weak data analysis The illustrations are not related to the message or are confused Some errors in grammar, punctuation and spelling Some phrases are improperly constructed The review appears to have been hasty Data analysis is adequate Illustrations support ideas, but some do not present information in the best way Few errors in grammar, punctuation, and spelling Few phrases have inadequate construction If the review was carried out but future revisions could have improved the text Data analysis is complete and clear Illustrations fully support the message, are appropriate and catch the eye Minor errors in grammar, punctuation, and spelling A varied and creative sentence structure Demonstrates a thorough review Outcome (h): The broad education necessary to understand the impact of engineering in a global, economic, environmental, and societal context Engineering Engineering decisions Incapable to detect relevant contexts of an engineering problem. Very scarce the pertinent contexts of an engineering problem. Deficient to appreciate the impacts of engineering decisions. Knows relevant context of the engineering Described the one relevant context of an engineering problem. Appropriate of engineering decision to explain impact on only one context. Few explanations of relevant impacts of engineering decisions. Recognizes relevant contexts of an engineering problem. Describes at least two or three contexts of an engineering problem. Explanation about two to three impact of engineering decisions. Elucidation of majority engineering decisions substantively. Identify relevant contexts among three or four of an engineering problem. Detect at least three of an engineering problem. Elucidation of relevant impacts of engineering decisions about three or four of the contexts. Clarification about all contexts of majority engineering decisions substantively.

10 Outcome (i): A recognition of the need for, and an ability to engage in life-long learning. Activity evaluated: It explores a topic in depth, producing a great awareness and / or littleknown information that indicates an intense interest in the subject. Complete the required work, generate and look for opportunities to expand knowledge and skills. Educational interests and activities exist and thrive outside of the classroom requirements. Knowledge and / or experiences are carried out independently It refers explicitly to prior learning and is applied in an innovative (new and creative) way than the knowledge and skills to demonstrate understanding and Explore a topic with very little sense of discipline Very isolated ideas from the topic do not identify the purpose of the study. Incomplete work The justification of the variables studied is unclear. It does not substantiate the justification for discussion and conclusion of the topic. Deficient interpretation of tables and graphs, difficulty for scientific language. It explores a topic at the superficial level, providing little information and / or information beyond the very basic facts that indicate a low interest in the subject. Complete the required work. It begins to look beyond the requirements of the classroom, showing interest in pursuing knowledge independently. It makes vague references to prior learning, but does not apply knowledge and skills to demonstrate understanding and It explores a topic with some evidence of depth, providing information and / or occasional information that indicates a slight interest in the topic. Complete the required work and identify opportunities to expand knowledge, skills and abilities. Beyond the requirements of the class, it pursues additional knowledge and / or shows interest in pursuing independent educational experiences. It refers to prior learning and attempts to apply that knowledge and skills to demonstrate understanding and performance in novel situations. It explores a topic in depth, producing a great awareness and / or little-known information that indicates an intense interest in the subject. Complete the required work, generate and look for opportunities to expand knowledge, skills and abilities. Educational interests and activities exist and thrive outside of the classroom requirements. Knowledge and / or experiences are carried out independently. It makes explicit reference to prior learning and is applied in an innovative (new and creative) way than the knowledge and skills to demonstrate

11 performance in novel situations. Review previous learning (past and present in and outside the classroom) on the surface, without revealing clear meaning or indicating a broader perspective on educational or life events. Does not show experience in exhibitions or in the development of presentations, it is difficult to follow the exhibition performance in new situations. It reviews previous learning (past experiences inside and outside the classroom) at the surface level, without revealing clarified meaning or indicating a broader perspective on educational or life events. It reviews previous learning (past experiences inside and outside the classroom) at the surface level, without revealing clarified meaning or indicating a broader perspective on educational or life events. understanding and performance in novel situations. It reviews previous learning (past experiences inside and outside the classroom) at the surface level, without revealing clarified meaning or indicating a broader perspective on educational or life events. Outcome (j): A knowledge of. Identify related to engineering i. Little knowledge of ii. Cannot identify i. Identifies a issue but important facts are missing i. Identifies more than one relevant issue ii. Ignores some less significant, yet relevant i. Identifies several relevant, including subtle details ii. Does not include unrelated

12 Explain potential iii. iv. Shows little Provides little or incorrect explanation of potential ii. iii. Shows some Provides some explanation of potential but important facts are missing iii. iv. Shows adequate Provides adequate explanation of potential missing the explanation of minor facts iii. iv. Shows in-depth Provides indepth explanation of potential Outcome (k): An ability to use the techniques, skills, and modern necessary for en gineering practice Activity evaluated: Identify for a given practical situation Explain to use in engineering practice Apply engineering tools to use in engineering practice Not identify engineering tools for a given practical situation Identify unrelated Offers lack engineering tools to use in engineering practice Provides incorrect to use in engineering practice Use null engineering tools Incorrectly applies the Identifies some for a given practical situation Includes some unrelated to practical application Describes some in the practice Provides some incorrect explanations of engineering tools in the application practice Properly applies some of the Mistakenly applies some Recognizes almost all of the relevant engineering tools for a given practical situation Present some minor Explains how almost all of the Displays adequate Appropriately applies almost all of the Establishes adequate use of Detects all relevant Does not include Unrelated engineering tools Explicates how all relevant engineering tools Explains in-depth Properly applies all relevant engineering tools Determines domain of Does not use unnecessary

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