Evidence and rationale that inform how evaluation and assessments are used to make decisions and support learning in engineering education. Research focus includes methods to determine criteria for evaluation of open online advanced STEM courses, evidence and rationale to justify fair use of assessments for engineering students of diverse backgrounds, and how high-quality, curriculum-embedded formative assessment can enhance student learning of design skills.

Douglas, K.A., & Purzer, S. (2015). Validity: What constitutes meaning and relevancy in assessment for engineering education research. Invited Guest Editorial. Journal of Engineering Education,104(2), 108-118. doi:10.1002/jee.20070.

Kong, Y., Douglas, K.A., Diefes-Dux, H.A., Rodgers, K.J., Madhavan, K. (2017). A size and scale framework for guiding curriculum design and assessment. Journal of Engineering Education, 106(3), 431–453. DOI 10.1002/jee.20172
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Douglas, K.A., Fernandez, TG., Purzer, S., Fosmire, M., & Van Epps, A.S. (2018). The critical-thinking engineering information literacy test (CELT): A validation study for fair use among diverse students. International Journal of Engineering Education, 34(4), 1347-1362.

Douglas, K.A., Moore, T.J., Johnston, A.C., & Merzdorf, H.E. (2018). Informed designers? Students’ reflections on their engineering design process. International of Education in Mathematics, Science, and Technology. DOI: 10.18404/ijemst.440347
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Douglas, K.A., Zielinski, M.W., Merzdorf, H.E., Diefes-Dux, H.A., & Bermel, P. (2019). Meaningful information for MOOC instructors examined through a contextualized evaluation framework. International Review of Research in Open and Distributed Learning, 20(1). DOI: 10.7202/1057980ar

Stites, N., Douglas, K.A., Evenhouse, D., Berger, E., DeBoer, J., & Roads, J.F. (2019). A validation and differential item functioning (DIF) study of an abbreviated dynamics concept inventory. International Journal of Engineering Education. (35)2, 491-509.

Zielinski, M.W., West, V., Merzdorf, H.E., Douglas, K.A., Bermel, P. (2019). A mixed method study of advanced engineering MOOC learners’ motivation and perceived barriers. International Journal of Engineering Education, 35(5).
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Douglas, K.A., Merzdorf, H.E., Hicks, N.M., Sarfraz, M.I., Bermel, P. (2020). Challenges to assessing motivation in MOOC learners: An application of an argument-based approach. Computers and Education, 150. doi:10.1016/j.compedu.2020.103829