Associated Assessment Criteria for Exit Level Outcome 1:
A problem is analysed and defined and criteria are identified for an acceptable solution.
Relevant information and engineering knowledge and skills are identified for solving the problem.
Possible approaches that would lead to a workable solution for the problem are generated and formulated.
Possible solutions are modelled and analysed.
Possible solutions are evaluated and the best solution is selected.
A solution is formulated and presented in an appropriate form.
Associated Assessment Criteria for Exit Level Outcome 2:
An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is demonstrated to solve a broadly-defined engineering problem.
Theories, principles and laws are used.
Formal analysis and modelling is performed on engineering materials, components, systems or processes.
Concepts, ideas and theories are communicated.
Reasoning about and conceptualising of engineering materials, components, systems or processes are performed.
Uncertainty and risks are managed.
Work is performed within the boundaries of the practice area.
Associated Assessment Criteria for Exit Level Outcome 3:
A design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
A design process is planned and managed to focus on important issues and recognises and deals with constraints.
Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
Design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgment.
A selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
The design logic and relevant information is communicated in a technical report.
Associated Assessment Criteria for Exit Level Outcome 4:
Investigations and experiments are planned and conducted within an appropriate discipline.
Available literature is searched and material is critically evaluated for suitability to the investigation.
Analysis is performed as necessary to the investigation.
Equipment or software is selected and used as appropriate in the investigations.
Information is analysed, interpreted and derived from available data.
Conclusions are drawn from an analysis of all available evidence.
The purpose, process and outcomes of the investigation are recorded in a technical report.
Associated Assessment Criteria for Exit Level Outcome 5:
A method, skill or tool is assessed for applicability and limitations against the required result.
A method, skill or tool is applied correctly to achieve the required result.
Results produced by the method, skill or tool are tested and assessed against required results.
Computer applications are created, selected and used as required by the discipline.
Associated Assessment Criteria for Exit Level Outcome 6:
The appropriate structure, style and language of written and oral communication are applied for the purpose of the communication and the target audience.
Graphics are used appropriately and effectively to enhance the meaning of text.
Visual materials used enhance oral communications.
Accepted communication methods are used for providing information to others involved in the engineering activity.
Oral communication is delivered fluently with the intended meaning being apparent.
Associated Assessment Criteria for Exit Level Outcome 7:
The impact of technology is identified and dealt with in terms of the benefits and limitations to society.
An engineering activity is analysed in terms of the impact on Occupational and Public Health and Safety.
The engineering activity is analysed in terms of the impact on the physical environment.
Personal, social, economic, cultural values and requirements of those who are affected by the engineering activity are taken into consideration.
Associated Assessment Criteria for Exit Level Outcome 8:
The principles of planning, organising, leading and controlling are explained.
Individual work is carried out effectively, strategically and on time.
Functioning as a team leader is demonstrated.
A design or research project is organised and managed.
Effective communication is carried out in the context of individual and team work.
Associated Assessment Criteria for Exit Level Outcome 9:
Learning tasks are managed autonomously and ethically, individually and in learning groups.
Learning undertaken is reflected on and individual learning requirements and strategies are determined to suit personal learning style and preferences.
Relevant information is sourced, organised and evaluated.
Knowledge acquired outside of formal instruction is understood and applied.
Assumptions are challenged critically and new thinking is embraced.
Associated Assessment Criteria for Exit Level Outcome 10:
The nature and complexity of ethical dilemmas is described.
The ethical implications of decisions made are described.
Ethical reasoning is applied to evaluate engineering solutions.
Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
The system of continuing professional development is understood and embraced as an on-going learning process.
Responsibility is accepted for consequences resulting from own actions.
Judgments are made of decision making during problem solving and design.
Integrative Assessment:
The Capstone Project Mechanical 302 module, with comprehensively detailed criteria, will provide the opportunity for comprehensive integrative assessment covering the complete spectrum of the learning achieved. Both formative and summative assessment processes, throughout the duration of Capstone Project Mechanical 302, will provide an opportunity for the learners to validate that they are able to integrate concepts, ideas and actions across the qualification to achieve the required competence in order to meet the purpose of the qualification. The assessment tools will critically evaluate the candidate’s knowledge, critical thinking, and evaluation prowess as well as communication and presentation skills.
Formative assessment includes but is not limited to:
Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.
Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.
Class tests with direct formative feedback via memoranda and discussions.
Computer based simulations.
Computer based interactive feedback.
Summative assessment includes but is not limited to:
Closed and/or open book tests including scoring and feedback.
Individual projects and assignments including feedback via assessment rubrics and scoring.
Group projects and assignments including scoring via assessment rubrics and feedback.
Individual Presentations including feedback via assessment rubrics, lecturer and peer scoring.
Closed or open book examinations.
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