The Project Teaching to Build CDIO Engineering Ability Evaluation System

s: This paper has proposed built a viable engineering ability evaluation system based project teaching by establishing the most learning and social skills of CDIO engineering personnel training. Through introducing implicit hierarchical teaching ideas and taking o starting assessment way, each student can get the maximum level of improvement. Through the introducing of multi-assessment, multi-project multi-assessment-methods, it can promote multivariate assessment methods. It can be proved that the effect is excellent. With the gradual deepening of outstanding engineers, the engineering ability cultivation of high-quality technology applied students is attracting more and more attention, and the reform of CDIO engineering training model has gradually become the focus of training model. Based on students’ CDIO engineering ability objectives, focused on professional quality, expertise and innovation of professional engineers, directed on engineering designer, cored on ability cultivation ,carried on the project teaching, aimed at students' personality development, it has designed the core of ability cultivation and "project-driven" curriculum. On this basis, it has determined the capability of evaluation system. 1 Target of CDIO engineering Ability It focuses on more vocational ability about students’ CDIO engineering ability. In many professional abilities, it has mainly trained students’ vocational key and vocational migration ability. It hopes student can quickly get new knowledge and ability to adapt to new jobs demand when labor contract changes or career changes[1,2]. 1.1 Learning Ability In the learning process, it has taken project-driven task-oriented manner. In every process of project learning and implementation, it assigns tasks on time. Students can get useful information on the internet and media resources, discuss in the same group student and different group students in order to cultivate the students' learning ability by getting the conclusion themselves. Moreover, in the process of project teaching implementation, there is some room for expansion in teaching. It can demand student complete more projects and expand their thinking and give reflected in the assessment and evaluation. 1.2 Social Ability Here social capability covers professional ethics, interpersonal coordination and communication, conceive, design, implementation and operating in business and society, that is a person’s basic quality to adapt to society. By project teaching, students do their designation, developing, operating and implement in groups. It will play the important roles of professional habits, follow the rules and work, some safety and environmental awareness. International Conference on Management Science, Education Technology, Arts, Social Science and Economics (MSETASSE 2015) © 2015. The authors Published by Atlantis Press 1126 2 the Condition of Construction CDIO Engineering Capabilities Evaluation System 2.1 the Demand of High-quality Technical Applications Cultivation High-quality technical application graduates will enter directly society, to provide professional talents. Therefore, how to evaluate the students, not only in professional knowledge, but also in others. So, the evaluation of such student is objected in testing student′ s professional ability(Mastering science technology and knowledge ability ), studying ability(Learned studying and working), and society ability(Learned to be a person and get along with others),and not objected in"a paper decides all". 2.2 the Demand of Project Teaching needs Cultivating CDIO engineering ability must be oriented by employment, according to the project work process, background on the actual project, standard as cultivating ability, this executes in real or simulating training area. It can set curriculum on the basis of the work process in Shenyang Institute of Technology. It can choose different engineering backgrounds project on the basis of different work task in different stages of work process. In teaching it can carry by project implement, run through all kinds of knowledge in project, implementing integrated teaching in the way of theory and practice parallel. The teaching model is more prominent cultivation of students' abilities, more emphasis on combining with knowledge and ability. Clearly, testing methods and content in this teaching mode cannot be equated to usually theory course testing. 3 the Exploration of Students Engineering Ability in Engineering Project Evaluation 3.1 Assessment of Student Ability Beginners The quality and level of students are not exactly same in any school, especially for the new university. There is the phenomenon of uneven quality of students. Therefore, testing cannot take same standard, different student take different standard, and the standard is the degree of progress, namely, the relative amount of advancing as the testing criteria. Student personal level before implementing project is a starting point for each student, namely beginners. In the process of implementing project teaching, according student situation, student can choose different difficulty and demand projects. That is project teaching can in implicit hierarchical way. The different student of learning effect in pre-course or pre-project takes different standard in same course or project. For failing students, as long as the realization of the provisions basic functions, testing will pass. When adding a function, score will be adding 5-10 points. For good performance student, they need complete 80% requirements at least if they want to pass. They need finish additional projects if they want to get excellent. 3.2 Multiple Ways of Student Ability Testing According to the target of CDIO engineering ability ,the testing of engineering project teaching is not only in professional ability but also in all domains, multi angles, different levels. 3.2.1 Examination by Multivariate In the traditional examination, a paper is decisive. if a paper isn’t decisive, mostly score can including practice exams, usually scores, quizzes ect.. But these items are determined by teacher, seldom introduces companion assessment, fewer introduces self-assessment. In the process of implementation items, it takes teacher assessment, companion assessment and self-assessment to combine. Let them play the role. In the project scores, teacher assessment is only 40% to 50%, including student usually score, reply score and report score. In addition, teacher need determine