The Assessment of Learning in Engineering Education

Informationen zum Autor John Heywood is a Professorial Fellow Emeritus of Trinity College Dublin, the University of Dublin. He was awarded the best research publication award of the Division for the Professions of the American Educational Research Association in 2006 for his book "Engineering Education: Research and Development in Curriculum and Instruction" published by Wiley/IEEE. He is co-author of Analysing Jobs- a study of engineers at work. His other publications include three books on Assessment in Higher Education. He is a Fellow of the American Society for Engineering Education and a Life Senior Member of the Institute of Electrical and Electronic Engineers. Klappentext Explores how we judge engineering education in order to effectively redesign courses and programs that will prepare new engineers for various professional and academic careers Shows how present approaches to assessment were shaped and what the future holds Analyzes the validity of teaching and judging engineering education Shows the integral role that assessment plays in curriculum design and implementation Examines the sociotechnical system's impact on engineering curricula Zusammenfassung Explores how we judge engineering education in order to effectively redesign courses and programs that will prepare new engineers for various professional and academic careers Shows how present approaches to assessment were shaped and what the future holds Analyzes the validity of teaching and judging engineering education Shows the integral role that assessment plays in curriculum design and implementation Examines the sociotechnical system's impact on engineering curricula Inhaltsverzeichnis Preface, xiiiAcknowledgments, xv1 Prologue 11.1 General Introduction: The Functions of Assessment 11.2 Health Warning: Ambiguities in the Use of the Term "Assessment" 61.3 The Assessment of Persons for the Professions 81.4 The Engineering Profession 101.5 The Development of Higher and Engineering Education as Areas of Academic Study in the 1960s 121.6 Assumptions About Examinations: Reliability 121.7 Myths Surrounding Examinations 141.8 The Introduction of Coursework Assessment 171.9 Rethinking Validity 191.10 Wastage (Dropout): The Predictive Value of School Examinations for Satisfactory Performance in Higher Education 201.11 Factors Influencing Performance in College Courses 221.12 Assessment: Results and Accountability 251.13 Assessing the Learner 26Notes 27References 272 Assessment and the Preparation of Engineers for Work 352.1 Engineers at Work 362.2 An Alternative Approach to the Education and Training of Engineers for Industry 372.3 Toward an Alternative Curriculum for Engineering 422.4 Creativity in Engineering and Design 432.5 Furneaux's Study of a University's Examinations in First-Year Mechanical Engineering: The Argument for "Objectives" 482.6 Discussion 51Notes 53References 543 The Development of a Multiple-Objective (Strategy) Examination and Multidimensional Assessment and Evaluation 613.1 The Development of an Advanced Level Examination in Engineering Science (For 17/18-Year-Old High School Students): The Assessment of Achievement and Competency 623.2 Skills Involved in Writing Design Proposals and Practical Laboratory Work 723.3 A Balanced System of Assessment 743.4 Pictures of the Curriculum Process 753.5 Multidimensional Assessment and Evaluation: A Case Study 793.6 Discussion 83Notes 84References 854 Categorizing the Work Done by Engineers: Implications for Assessment and Training 894.1 Introduction 904.2 A Study of Engineers at Work in a Firm in the Aircraft Industry 914.3 The Application of The Taxonomy of Educational Objectives to the Task Analysis of Managers in a Steel Plant 964.4 The Significance of Interpersonal Competence 964.5 A Comparative Study of British and German Production Engineers (Managers) 101...

Autorentext

John Heywood is a Professorial Fellow Emeritus of Trinity College Dublin, the University of Dublin. He was awarded the best research publication award of the Division for the Professions of the American Educational Research Association in 2006 for his book "Engineering Education: Research and Development in Curriculum and Instruction" published by Wiley/IEEE. He is co-author of Analysing Jobs- a study of engineers at work. His other publications include three books on Assessment in Higher Education. He is a Fellow of the American Society for Engineering Education and a Life Senior Member of the Institute of Electrical and Electronic Engineers.*
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Klappentext

Explores how we judge engineering education in order to effectively redesign courses and programs that will prepare new engineers for various professional and academic careers Shows how present approaches to assessment were shaped and what the future holds Analyzes the validity of teaching and judging engineering education Shows the integral role that assessment plays in curriculum design and implementation Examines the sociotechnical system's impact on engineering curricula

Inhalt

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 …