Frank, B., Simper, N., & Kaupp, J. (2017). Formative feedback and scaffolding for developing complex problem solving and modelling outcomes. European Journal of Engineering Education, 1–17. https://doi.org/10.1080/03043797.2017.1299692
Abstract: Learning outcomes were assessed for redesigned courses across multiple years: signature activities scored via VALUE rubrics and correlated to grades of undergraduate students as well as their survey responses; trained research assistants were used to score work. Results led to further course redesign.