Assessment in Engineering Education: Evolution, Approaches and Future Collaborations

Olds, Barbara M.; Moskal, Barbara M.; Miller, R.L.

doi:10.1002/j.2168-9830.2005.tb00826.x

Cited by 240 publications

(181 citation statements)

References 28 publications

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“…The Snyder and Miller and Parlett studies went further and highlighted the way students respond to these assessment procedures. More recently qualitative studies have emphasised the importance of understanding the way students respond to innovations in assessment (Sambell and McDowell, 1998) [4].…”

Section: The Dominant Influence Of Assessmentmentioning

confidence: 99%

March 2016 VOLUME 3, ISSUE 3, MARCH 2016 Composite Silicon Solar Cell Efficiency Simulation Study; Sensitivity to the Absorption Coefficients and the Thickness of Intrinsic Absorber Layer V. Tudić, M. Marochini, T. Luke Abstract | PDF with Text| DOI 10.17148/IARJSET.2016.3301 Molecular Phylogeny of Turbinaria Ornata (Turner) J. Agardh E. Neelamathi and R. Kannan Abstract | PDF with Text| DOI 10.17148/IARJSET.2016.3302 Human Factors in Aircraft Maintenance Suhas H Begur, Dr J Ashok Babu Abstract | PDF with

Alyazeedi¹

2016

International Advanced Research Journal in Science, Engineering

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Abstract:In this paper, the starting assumption is that there is more leverage to improve teaching through changing aspects of assessment than there is in changing anything else and, at the same time, the teachers know less about how students respond to assessment than about anything else. As this project progresses, teachers" insights and evidence of effective changes to courses will lead to these "conditions" being developed further. Students tend to gain higher marks from coursework assignments than they do from examinations. success in the classroom there needs to be a breakdown of the standards in a way that will show the teacher the big ideas for the unit. This will allow the teacher to better prepare for what the students need to be able to accomplish at the end of the unit rather.

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Section: The Dominant Influence Of Assessmentmentioning

confidence: 99%

March 2016 VOLUME 3, ISSUE 3, MARCH 2016 Composite Silicon Solar Cell Efficiency Simulation Study; Sensitivity to the Absorption Coefficients and the Thickness of Intrinsic Absorber Layer V. Tudić, M. Marochini, T. Luke Abstract | PDF with Text| DOI 10.17148/IARJSET.2016.3301 Molecular Phylogeny of Turbinaria Ornata (Turner) J. Agardh E. Neelamathi and R. Kannan Abstract | PDF with Text| DOI 10.17148/IARJSET.2016.3302 Human Factors in Aircraft Maintenance Suhas H Begur, Dr J Ashok Babu Abstract | PDF with

Alyazeedi¹

2016

International Advanced Research Journal in Science, Engineering

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“…It measures an individual student's competence in different areas of a course. It may include such elements as an exam and homework assignments [2]. Assessment can have more meaning in student learning than anything else.…”

Section: Aimmentioning

confidence: 99%

Assignments and Grading in Engineering Graphics Courses

Kukk¹,

Heikkinen²

2015

Int. J. Eng. Ped.

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Abstract-An assignment analysis was carried out according to Bloom's taxonomy for basic and advanced Engineering Graphics courses. Assignments for the first basic course cover the first three levels of Bloom's taxonomy: remembering, understanding and applying, with some elements of creativity. Assignments for the advanced course cover the upper three levels of Bloom's taxonomy: analysing, evaluating and creating. To stimulate student interest in purposeful learning it is essential to strike a balance between student engagement and the courses' learning outcomes as determined by the curriculum. To achieve these goals the following course structure possibilities were analysed: creative elements in assignments; continuous and formative assessment with two-phase feedback; premium grading points; and external motivators. Dependence of the final grade on the prior subject matter knowledge of students was also analysed.

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“…Finally, movements in the motor can be observed because of the signal provided by the servo drive. Assessment of the Project: Currently, the undergraduate program advances towards ABET certification (Olds and Miller 2005). Eventually, skill criteria will be evaluated in the project, so that it may be attractive to other similar programs that want to be accredited.…”

Section: Manufacture and Assemblymentioning

confidence: 99%

Mechatronics methodology: 15 years of experience Metodología mecatrónica: 15 años de experiencia

et al. 2015

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This article presents a methodology to teach students to develop mechatronic projects. It was taught in higher education schools, in different universities in Mexico, in courses such as: Robotics, Control Systems, Mechatronic Systems, Artificial Intelligence, etc. The intention of this methodology is not only to achieve the integration of different subjects but also to accomplish synergy between them so that the final result may be the best possible in quality, time and robustness. Since its introduction into the educational area, this methodology was evaluated and modified for approximately five years, were substantial characteristics were adopted. For the next ten years, only minor alterations were carried out. Fifteen years of experience have proven that the methodology is useful not only for training but also for real projects. In this article, we first explain the methodology and its main characteristics, as well as a brief history of its teaching in different educational programs. Then, we present two cases were the methodology was successfully applied. The first project consisted in the design, construction and evaluation of a mobile robotic manipulator which aims to be used as an explosives ordnance device. In the second case, we document the results of a project assignment for robotics tasks carried out by students which were formerly taught with the methodology.Keywords: Methodology, mechatronic, education, robotics. RESUMENEn este artículo se presenta una metodología para enseñar a los estudiantes a desarrollar proyectos mecatrónicos. Se implementó en las escuelas de educación superior, en diferentes universidades, en México en cursos tales como: Robótica, Sistemas de Control, Sistemas mecatrónicos, Inteligencia Artificial, etc. La intención de esta metodología no es solo lograr la integración de las diferentes asignaturas, sino también realizar una sinergia entre ellas para así obtener un mejor resultado en términos de calidad, tiempo y robustez. Desde su introducción en el ámbito educativo, esta metodología ha sido evaluada y modificada por aproximadamente cinco años, adoptando características sustanciales. Durante los siguientes diez años, sólo se realizaron pequeñas alteraciones. Quince años de experiencia han demostrado que la metodología es útil no sólo para el ámbito académico sino también para la realización de proyectos reales. En este artículo daremos a conocer, en primer lugar, la metodología y sus principales características, así como una breve historia de su enseñanza en los diferentes programas educativos. Luego, presentamos dos casos donde la metodología se aplicó con éxito. El primer proyecto consistió en el diseño, construcción y evaluación de un manipulador robótico móvil que pretende ser utilizado como un dispositivo para desactivar explosivos. En el segundo caso, documentamos los resultados de un proyecto para la asignación de tareas robóticas llevadas a cabo por los estudiantes.

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Assessment in Engineering Education: Evolution, Approaches and Future Collaborations

Cited by 240 publications

References 28 publications

Assignments and Grading in Engineering Graphics Courses

Mechatronics methodology: 15 years of experience Metodología mecatrónica: 15 años de experiencia

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