A concept inventory for knowledge base evaluation and continuous curriculum improvement

Abstract

Students at Polytechnique Montreal have demonstrated the ability to tackle large-scale, complex calculations through their integrative projects. However, high quality engineers must not only master calculations, but the underlying fundamental concepts as well — this level of retention allows them to transfer their knowledge to the new challenges they will face. To ensure this, accreditation criteria for engineering programs in Canada require the evaluation of multiple attributes, the first of which is “a knowledge base for engineering”. While most universities opt to evaluate this attribute through in-class grades, we choose to adapt a pedagogical tool (a concept inventory) to formulate an evaluation of our students. Our students are examined using a subset of questions from more than 800 chemical engineering questions, split into 10 subcategories. Data amassed over four years is presented, showing the impact of various improvements to this tool, as well as its use for instructor feedback and curriculum improvement. Key improvements include question revisions and targeted reviews of muddy concepts in the affected courses.