The impact of direct competency testing (DCT)
Abstract
Direct Competency Testing (DCT) was developed and implemented to measure the ability of mechanical engineering students to correctly solve problems in the fundamental areas for each course in the mechanical engineering curriculum. Almost 10 years since the inception of DCT, an effort is made to assess the efficacy of DCT as a measure of student ability. Qualitative and quantitative assessments are conducted to evaluate the impact of administration, documentation, and evaluation of DCT on students and faculty. Student surveys focus on the perception of competency testing as a component of coursework and whether DCT is a reasonable measure of learning. Faculty survey results yield historical data of student DCT and provide perceptions of the effectiveness of DCT in mechanical engineering coursework. The impact of DCT on program accreditation and the connection to EC2000 criteria are examined. Evidence is provided that competency testing helps instructors assess a minimum threshold above which to evaluate the success of their students and that the majority of students believed DCT was a valuable component of an engineering curriculum. Results are presented to support the merit of continuing and further refining the methods for DCT. Copyright © 2004 by ASME.
Publication Title
Innovations in Engineering Education 2004: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads
Recommended Citation
Marchetta, J., Hochstein, J., & Tan, T. (2004). The impact of direct competency testing (DCT). Innovations in Engineering Education 2004: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads, 297-304. https://doi.org/10.1115/imece2004-61313
