Assessment-as-Learning: Increases in Self-Efficacy in a Design-Build School

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-8 - Poster Session: Education and Assessment in the Professions

Abstract

A primary goal of schooling is the future economic stability of graduates, thus requiring a focus on career readiness, which includes engaging professionally with clients and coworkers. We explore the practice of professional engagement in a school that serves students marginalized by traditional approaches through the lens of student self-efficacy, and consider the important role that assessment plays in student development. The school uses a project-based design curriculum with a focus on design-build professions and enacts assessment-as-learning practices. We characterize self-efficacy using a survey and qualitative data, finding that students enrolled in their capstone (graduation) year report significantly higher self-efficacy. They speak confidently about their designs, resulting in richer feedback from industry professionals.

Authors

• Sophia Bowers, The University of New Mexico

• Vanessa Svihla, University of New Mexico

• Victor Law, University of New Mexico