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Produktbild: The Assessment of Learning in Engineering Education

The Assessment of Learning in Engineering Education Practice and Policy

Fr. 109.00

inkl. gesetzl. MwSt., Versandkostenfrei

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

01.04.2016

Verlag

John Wiley & Sons

Seitenzahl

368

Maße (L/B/H)

23.4/15.5/2.3 cm

Gewicht

522 g

Auflage

1. Auflage

Sprache

Englisch

ISBN

978-1-119-17551-3

Beschreibung

Rezension

Once again, Dr. John Heywood assembles and synthesizes a vast amount of data and literature into a readable and thoughtful discussion of an important issue, assessment. Given current debates on what should be assessed and what should be included in accreditation of engineering programs, this is a timely book that will be an invaluable resource for engineering educators and all who care about preparing effective engineers. Dr. Heywood's holistic approach challenges readers to reexamine their assumptions about learning, teaching, and assessment.
 
Dr. Susan M. Lord, Professor and Chair of Electrical Engineering, University of San Diego, San Diego CA 921102009-2010 IEEE Education Society President
Fellow, IEEE and ASEE

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

01.04.2016

Verlag

John Wiley & Sons

Seitenzahl

368

Maße (L/B/H)

23.4/15.5/2.3 cm

Gewicht

522 g

Auflage

1. Auflage

Sprache

Englisch

ISBN

978-1-119-17551-3

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: GPSR Kontakt

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  • Produktbild: The Assessment of Learning in Engineering Education
  • Preface, xiii
     
    Acknowledgments, xv
     
    1 Prologue 1
     
    1.1 General Introduction: The Functions of Assessment 1
     
    1.2 Health Warning: Ambiguities in the Use of the Term "Assessment" 6
     
    1.3 The Assessment of Persons for the Professions 8
     
    1.4 The Engineering Profession 10
     
    1.5 The Development of Higher and Engineering Education as Areas of Academic Study in the 1960s 12
     
    1.6 Assumptions About Examinations: Reliability 12
     
    1.7 Myths Surrounding Examinations 14
     
    1.8 The Introduction of Coursework Assessment 17
     
    1.9 Rethinking Validity 19
     
    1.10 Wastage (Dropout): The Predictive Value of School Examinations for Satisfactory Performance in Higher Education 20
     
    1.11 Factors Influencing Performance in College Courses 22
     
    1.12 Assessment: Results and Accountability 25
     
    1.13 Assessing the Learner 26
     
    Notes 27
     
    References 27
     
    2 Assessment and the Preparation of Engineers for Work 35
     
    2.1 Engineers at Work 36
     
    2.2 An Alternative Approach to the Education and Training of Engineers for Industry 37
     
    2.3 Toward an Alternative Curriculum for Engineering 42
     
    2.4 Creativity in Engineering and Design 43
     
    2.5 Furneaux's Study of a University's Examinations in First-Year Mechanical Engineering: The Argument for "Objectives" 48
     
    2.6 Discussion 51
     
    Notes 53
     
    References 54
     
    3 The Development of a Multiple-Objective (Strategy) Examination and Multidimensional Assessment and Evaluation 61
     
    3.1 The Development of an Advanced Level Examination in Engineering Science (For 17/18-Year-Old High School Students): The Assessment of Achievement and Competency 62
     
    3.2 Skills Involved in Writing Design Proposals and Practical Laboratory Work 72
     
    3.3 A Balanced System of Assessment 74
     
    3.4 Pictures of the Curriculum Process 75
     
    3.5 Multidimensional Assessment and Evaluation: A Case Study 79
     
    3.6 Discussion 83
     
    Notes 84
     
    References 85
     
    4 Categorizing the Work Done by Engineers: Implications for Assessment and Training 89
     
    4.1 Introduction 90
     
    4.2 A Study of Engineers at Work in a Firm in the Aircraft Industry 91
     
    4.3 The Application of The Taxonomy of Educational Objectives to the Task Analysis of Managers in a Steel Plant 96
     
    4.4 The Significance of Interpersonal Competence 96
     
    4.5 A Comparative Study of British and German Production Engineers (Managers) 101
     
    4.6 Engineering Knowledge 103
     
    4.7 Discussion 105
     
    Notes 105
     
    References 107
     
    5 Competency-Based Qualifications in the United Kingdom and United States and Other Developments 111
     
    5.1 The Development of Competency-Based Vocational Qualifications in the United Kingdom 112
     
    5.2 Outcomes Approaches in High Schools in the United Kingdom 115
     
    5.3 Standards in Schools in the United States 116
     
    5.4 Education for Capability: Capability vs. Competence 117
     
    5.5 Ability (Assessment)-Led Curricula: The Alverno College Model 119
     
    5.6 The Enterprise in Higher Education Initiative in the United Kingdom and the SCANS Report in the United States 122
     
    5.7 The College Outcome Measures Program 125
     
    5.8 Discussion 127
     
    Notes 130
     
    References 130
     
    6 The Impact of Accreditation 133
     
    6.1 ABET, European Higher Education Area (Bologna Process), and the Regulation of the Curriculum 134
     
    6.2 Taxonomies 135
     
    6.3 Outcomes-Based Engineering Education 142
     
    6.4 Mastery Learning and Personalized Systems of Instruction 147