Aligning classroom assessment with engineering practice: A design?based research study of a two?stage exam with authentic assessment

Background Authentic assessment and two-stage exams have recently received attention; however, they are rarely used together. We reimagine by integrating an authentic, computer-based into the structure of a exam in large engineering class. Purpose seek to identify ways that such extends classroom testing better align with practice examining teams negotiate uncertainty make decisions. also differing students' reactions increased during tests. Design/Method Using methodical framework design-based research, we analyze performance reflection data for 117 student through two design iterations explore four theoretical conjectures. Results Teams chose multiple solution paths this authentic task, aspect aligns characteristics assess. In addition, technology tool allows evaluation procedural accuracy many teams' chosen paths. The decision-making performances correlate; traditional assessments do not correlate, suggesting measure different competencies. second stage provides holistic shifts messages students implicitly receive about valued practices classroom. However, all took up group desired ways. Conclusions Technology-based show promise shift classes include decision-making. Such profession, but more work is needed develop systems widespread implementation.