ABSTRACT
This chapter focuses on the assessment of attitudes and character in the context of engineering ethics education (EEE). Determining specific outcomes to assess and how to assess them presents challenges and opportunities. This chapter provides definitions to help educators achieve alignment. It showcases examples of attitudinal and other assessments relevant for engineering ethics and character education. The authors identify three broad categories of assessments: (1) assessment of cognition and skill, (2) assessment of student attitudes, and (3) assessment of pedagogical methods. Their reflections on these examples lead them to conclude that there are promising approaches for assessing ethics through the lens of attitudes and character development in engineering education. However, there is a need to develop, refine, and evaluate the effectiveness of these approaches further. There is also a need for a careful and nuanced interpretation of such assessments, keeping in mind the broader goal of holistically educating engineers well-positioned to make ethically sound decisions.
