Work in Progress: Using Outcomes Based Assessment in an Introductory Structural Engineering Course
Year: 2014

A new introductory structural engineering course has been developed at The University of Wisconsin Platteville (UW Platteville) The course follows Mechanics of Materials in the structures curriculum, where a traditional curriculum would typically provide a structural analysis course. While this course introduces methods of structural analysis, it does so in the context of structural materials (steel, reinforced concrete, masonry and timber) and design so as to remove the unnatural distinction between analysis and design. In addition to the innovative design of the course, the grading of the course is also of note. Grades are not determined based on a typical "points" system. Instead, an outcomes based grading scheme is used in which students must demonstrate mastery of specific concepts to pass the class. Mastery of additional outcomes beyond these specific concepts leads to a higher grade. This paper focusses on the outcomes based grading used in the course and the students reactions to the grading scheme. Results of preliminary assessment indicate that outcomes based grading may create greater uncertainty in students regarding their final grades and can lead to the perception that final grades do not reflect their true knowledge of the material. Outcomes based assessment can help students to better anticipate what they will be tested on, but a well organized traditional "pointsbased" grading scheme can accomplish this just as well.  UW Platteville is a mid sized public university with a sizeable college of engineering. The Department of Civil Environmental Engineering (CEE) is one of the largest departments on campus with approximately 475 students. Each student majoring in civil engineering must choose an emphasis area (e.g. construction, geotechnical, etc. All students take junior level courses in each emphasis area and then complete senior level technical electives in their respective emphasis areas. As part of recent curriculum revisions, CEE department faculty recently revamped the structural engineering course sequence as shown in Table 1, which shows courses required of all civil engineering students regardless of emphasis area. As can be seen in Table 1, the more typical analysis (CEE 3100) then design (CEE 3150) sequence of courses was changed to a series of courses on structural engineering (CEE 3110 and 3160) These structural engineering courses blend analysis and design by studying how engineering materials (steel, reinforced concrete, masonry, and timber) are used in the built environment. In addition, the courses seek to help students understand buildings and other structures as systems of interconnected structural elements and of interconnecting functions (structural support, functionality, environment, etc. The courses greatly increase students' exposure to structural codes by incorporating the AISC steel specification, ACI concrete code, American Wood Council wood specification, and the ASCE code on structural loads. In addition to the change in the course sequence, a new grading scheme was adopted for the two structural engineering courses. Grades are not determined based on a typical "points" system. P ge 24393.2 Instead, an outcomes based grading scheme is used in which students must demonstrate mastery of specified learning outcomes to pass the class. To illustrate how the outcomes are defined and implemented, Table 2 lists the outcomes that were covered on the first exam.  Calculate linear load from floor load (review 1) Solve the statics of the beam (review 1) Apply the load combination (lecture 8) B 1.2 Find the FBD for a floor beam that is part of a complex load path Interpret a complex floor framing arrangement (lecture 4) Delineate the tributary area for the required member (lecture 4) Potentially combine loads (lecture 8) A 1.2 Solve the design moment for a floor beam that is part of a complex load path Must be able to complete all of outcome B 1.2 Solve the statics of the beam (review 1) B 1.3 Apply live load reduction correctly Determine tributary area (lecture 4) Apply the live load reduction formula (lecture 7) A 1.3 Demonstrate comprehen sion of floor loads A short answer question will be used to spot check com prehension of the dead or live loads (lectures 6 7) Non Technical Knowledge and Comprehension: Demonstrate basic knowledge of roof systems by identifying and stating the purpose of selected (non structural) roof components Critically assess steel and/or wood alternative technical design solutions for a nontechnical attribute Professional Behavior: Zero instances of academic misconduct 85% of homework completed and no prolonged and unexcused absences This new grading scheme was designed to meet the following goals: 1. Create a more holistic approach to teaching the material, 2. Ensure that core competencies for follow on courses are met, 3. Better define differences in final grades based on student competency, 4. Distinguish content for general civil engineering students as compared to students with a structural engineering emphasis, and 5. Simplify assessment for ABET and departmental purposes passing the class indicates that students have attained important curricular outcomes. P ge 24393.4 The focus of this paper will be on the outcomes based assessment used in the class.  Numerous secondary education teachers have embraced outcomes based assessment, which is a grading scheme that requires students to pass lower level content before (or while) achieving higher level content. This type of grading is found in many science disciplines at the K 12 level, but the authors found very few cases where university faculty members have embraced it. Many K 12 schools have adopted outcomes based assessment "to address the problem of traditional grades not adequately assessing student content mastery and students' lack of awareness regarding their strengths and weaknesses." In their study, Knaack, et al. found that when students clearly knew the outcomes, they found grading fairer and less mysterious, and they were more likely to "work diligently to accomplish the goal set before them." At K 12 levels, parents also felt that outcomes based assessment meant they were less in the dark about their children's grades. College students, though, are responsible for their own studies, and outcomesbased assessment helps them directly interpret both the meaning of a certain grade and the level of understanding they have attained. Some academic blogs have featured discussion on the topic (typically in secondary education) but very little research has appeared in peer reviewed publications. Nonetheless, the college level is similar to the K 12 level in that "[s]tandards based grading sets high standards for students and puts them in charge of their own learning by letting them set goals based on specific learning standards." Undoubtedly, that outcomes based assessment can "communicate expectations" clearly and directly is something many students have found refreshing. In an article that defines four recommendations for implementing outcomes based assessment, Marzano and Heflebower claim that by getting rid of all "omnibus grading," student