Assessment of Higher-Order and Critical Thinking Skills in Mini and Capstone Projects: A CDIO and OBE-Aligned Framework in Undergraduate Mechanical Engineering Education

Authors

  • Rajakarunakaran S. Professor Department of Mechanical Engineering, Ramco Institute of Technology, Rajapalayam
  • Jerold John Britto J. Department of Mechanical Engineering, Ramco Institute of Technology, Rajapalayam, Tamil Nadu
  • Valai Ganesh S. Department of Mechanical Engineering, Ramco Institute of Technology, Rajapalayam, Tamil Nadu

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26042

Keywords:

CDIO Framework; Outcome-Based Education; Critical Thinking Assessment; Project-Based Learning; Engineering Education.

Abstract

In this paper, we propose the conceptual framework on how higher-order and critical thinking skills in undergraduate mechanical engineering can be measured in the context of authentic and project-based learning based on mini and capstone projects. Based on CDIO (Conceive Design Implement Operate) and Outcome-Based Education (OBE), the framework uses analytically built rubrics with extensively designed analytic measurement and multidimensional assessment to continuously assess cognitive skills such as analysis, synthesis, evaluation, and creative problem-solving. The method will help it align with specified course and program outcomes, allowing transparent, fair, and actionable assessment practices.

The research emphasizes the role of mini projects and capstone projects in developing critical thinking and engineering competence progressively: the mini projects lay the foundation since they are structured and formative with the capstone projects pushing the students to the next level to tackle the complex and open-ended design problems involving independent decision making and integration across disciplines. Empirical data provided by rubrics and gradation tests along with the overall opinion of the students show that there have been tangible areas of improvement in critical thinking, communication, teamwork, and ethical reasoning skills as well.

This combined CDIO and OBE-integrated framework does not only help in proving the validity and consistency of the assessments but also enables continuous improvement of the curriculum and preparation of the accreditation. The model provides a scalable pathway template that any engineering program should consider in building up critical thinking development along with an outcome-based assessment in the project-based pedagogies that will ultimately equip the graduates with the needs of current professional engineering practice.

Downloads

Download data is not yet available.

Downloads

Published

2026-02-17

How to Cite

S., R., J., J. J. B., & S., V. G. (2026). Assessment of Higher-Order and Critical Thinking Skills in Mini and Capstone Projects: A CDIO and OBE-Aligned Framework in Undergraduate Mechanical Engineering Education. Journal of Engineering Education Transformations, 39(Special Issue 2), 341–350. https://doi.org/10.16920/jeet/2026/v39is2/26042

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

References

Bakthavatchaalam, V. (2024). Engineering Education and its Current (Un)suitability in Addressing Sustainable Development Goals. May, 1–6.

Biney, P. (2007). Assessing ABET outcomes using capstone design courses. ASEE Annual Conference and Exposition, Conference Proceedings, 12.261.1-12.261.20. https://doi.org/10.18260/1-2--2348

Braun, H. I., Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Borowiec, K. (2020). Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation. Frontiers in Education, 5(September), 1–10. https://doi.org/10.3389/feduc.2020.00156

Chowdhury, R., Saha, S., Sahana, S., & Sanki, D. (2018). Realization of outcome-based education through teaching learning methodology in engineering institution. Lecture Notes in Networks and Systems, 11, 609–618. https://doi.org/10.1007/978-981-10-3953-9_59

Davis, M. H., Amin, Z., Grande, J. P., O’Neill, A. E., Pawlina, W., Viggiano, T. R., & Zuberi, R. (2007). Case studies in outcome-based education. Medical Teacher, 29(7), 717–722. https://doi.org/10.1080/01421590701691429

Díaz Lantada, A. (2022). Engineering Education 5.0: Strategies for a Successful Transformative Project-Based Learning. Insights Into Global Engineering Education After the Birth of Industry 5.0, 1–17. https://doi.org/10.5772/intechopen.102844

Federation of Arab Engineers. (2018). Engineering Education for Future World: The CDIO Approach. 28th Arab Engineering Conference, 1–10. https://cdio.org/files/document/file/Engineering Education for Future World-The CDIO Approach TEXT.pdf

For, C., & Education, T. (2023). Model Curriculum-Mechanical Engineering 2023.

Garcia, A. R., Filipe, S. B., Fernandes, C., Estevão, C., & Ramos, G. (n.d.). No 主観的健康感を中心とした 在宅高齢者における 健康関連指標に関する共分 散構造分析Title.

Horenstein, R., & Auger, D. (2025). How can we instill a post-academic mindset in capstone design? 2025 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--56698

Julius Fusic, S., Anandh, N., Subbiah, A. N., & Bhaven Kumar Jain, D. (2022). Implementation of the CDIO Framework in Engineering Courses to Improve Student-Centered Learning. Journal of Engineering Education Transformations, 35(Special Issue), 19–26. https://doi.org/10.16920/jeet/2022/v35is1/22003

Kee, T., Kuys, B., & King, R. B. (2025). Foregrounding Design Thinking In Project-Based Learning amid the Transition to the New Normal. Interdisciplinary Journal of Problem-Based Learning, 19(1). https://doi.org/10.14434/ijpbl.v19i1.34520

Kulkarni, P. G., & Barot, A. R. (2019). Attainment of Course Outcomes and Program Outcomes: A Case Study in an Engineering Course. IJSTE-International Journal of Science Technology & Engineering |, 5(8), 40–45. www.ijste.org

Kulkarni, S., Patil, S., & Pawar, R. (2020). Adoption of the conceive-design-implement-operate approach to the third year project in a team-based design-build environment. Procedia Computer Science, 172, 559-567. https://doi.org/10.1016/j.procs.2020.05.068

Pradhan, Devasis. (2021). Effectiveness of Outcome Based Education (OBE) toward Empowering the Students Performance in an Engineering Course. Journal of Advances in Education and Philosophy, 5(2), 58–65. https://doi.org/10.36348/jaep.2021.v05i02.003

Rao, R. S. (2013). Outcome Based Engineering Education-Need of The Hour. The Journal of Engineering Education, 1–13.

Rattanamanee, W., Thongkaew, K., Chaiprapat, S., Jirasatitsin, S., Daesa, C., & Trakarnchaisiri, P. (2020). An OBE curriculum design for a manufacturing engineering program, from Thai traditional to outcome based education. International Symposium on Project Approaches in Engineering Education, 10, 304–313.

Roy, J., & Sharma, D. R. (2019). Review on Innovative Teaching Practices in Teachers Education – A Basic Need for 21st Century Education. Journal of Emerging Technologies and Innovative Research (JETIR), 6(5).

Samelian, L. A. (2017). How higher-order questioning and critical thinking affects reading comprehension primary adviser : Bill Lindquist Secondary Adviser : Melanie Keillor Peer Reviewer : Nathan Flansburg.

Sastri, P., & Lakshmi Narayana, J. (2019). Outcome based engineering education: A case study on implementing DMAIC method to derive learning outcomes. International Journal of Advanced Research in Engineering and Technology, 10(1), 216–222. https://doi.org/10.34218/IJARET.10.1.2019.021

Shaheen, S. (2019). Theoretical perspectives and current challenges of OBE framework. International Journal of Engineering Education, 1(2), 122–129. https://doi.org/10.14710/IJEE.1.2.122-129

Shokri, S. N. E. S. M., & Badaruzzaman, W. H. W. (n.d.). A Problem Based Sustainability Education Approach in Integrated Design Project Course. Computers and Technology in Modern Education A, 109–115.

Sirichai Torsakul, Anin Memon, Surat Triwanapong, & Natha Kuptasthien. (2021a). CDIO- The Framework for Outcome-based Engineering Education for Accreditation: A Case Study of Thai Industrial Engineering Program. Asean Journal of Engineering Education, 3(1), 24–37. https://doi.org/10.11113/ajee2019.3n1.24

Sirichai Torsakul, Anin Memon, Surat Triwanapong, & Natha Kuptasthien. (2021b). CDIO- The Framework for Outcome-based Engineering Education for Accreditation: A Case Study of Thai Industrial Engineering Program. Asean Journal of Engineering Education, 3(1), 25–37. https://doi.org/10.11113/ajee2019.3n1.24

Subb, S. (n.d.). Outcome Ba ased Learning : A Case Study. Thiruvengadam, S. J., Subramanian, B., Venkatasubramani, V. R., & Abhaikumar, V. (2020). Design of Cdio Curriculum for Undergraduate Engineering Programme: Indian Context. Proceedings of the International CDIO Conference, 2(June), 65–75.

Zoltowski, C. B., & Oakes, W. C. (2014). Learning by Doing: Reflections of the EPICS Program. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 1–32. https://doi.org/10.24908/ijsle.v0i0.5540