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Assessment in Engineering

Assessment in Engineering


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  • 1. Designing Assessments (in Engineering)
    Stuart Palmer
    http://commons.wikimedia.org/wiki/File:Ready_for_final_exam_at_Norwegian_University_of_Science_and_Technology.jpg
    #deakeng
  • 2. SETU 'assessment' items (T2 2010)
  • 3.
  • 4. Five contemporary assessment issues in higher education
    ?
    http://commons.wikimedia.org/w/index.php?title=File:Thomas_Young-An_Essay_on_the_Cohesion_of_Fluids.pdf&page=1&uselang=en-gb
  • 5. Five contemporary assessment issues in higher education
    Capturing the potential of online assessment
    Designing efficient and effective assessment for large classes
    Responding to plagiarism and developing policies to foster academic honesty
    Using assessment to guide effective group work
    Recognising the needs of students unfamiliar with assessment practices in Australian higher education
  • 6. Differing perspectives on assessment
    James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities. Melbourne: CSHE. Page 8.
  • 7. Purpose(s) of assessment
    ?
    http://commons.wikimedia.org/wiki/File:Belt_Problem_v2.svg?uselang=en-gb
  • 8. Purpose(s) of assessment – broadly:
    Formative (for learning)
    • guide and encourage effective approaches to learning
    • 9. assist students to learn
    • 10. ensuring students can identify high quality work
    • 11. provide feedback on student performance
    Summative (of learning)
    • validly and reliably measure expected learning outcomes
    • 12. define and protect academic and professional standards
  • Where does assessment fit in?
    Jolly, L. (2001). Graduate Attributes Fact Sheet 1.10 Implementing Graduate Attributes. Brisbane: University of Queensland, The Value Added Career Start Program. Page 3.
  • 13. Program mapping
    Program objectives
    Mechanical design
    Problem solving
    Written communication
  • 14. Bloom's taxonomy
    Evaluation
    Discriminate
    Think critically
    Make judgement
    Argue
    Argue
    Choose
    Justify
    Recommend
    Synthesis
    Combine ideas
    to create an
    original product
    Creative thinking
    Adapt
    Design
    Formulate
    Hypothesise
    Analysis
    Discern patterns
    Organise parts
    Identify parts
    Simplify
    Analyse
    Correlate
    Quantify
    Interpret
    Application
    ?
    Use information
    Use equipment
    Solve problems
    Use methods
    Calculate
    Demonstrate
    Estimate
    Report
    Understanding
    Grasp meaning
    Order and group
    Infer causes
    Translate context
    Classify
    Compare
    Explain
    Summarise
    Knowledge
    Recognition
    Recall
    Facts
    Subject matter
    Define
    Describe
    Find
    Tabulate
    http://www.tedi.uq.edu.au/downloads/bloom.pdf
  • 15. Learning objectives in program core units
    Knowledge
    Understanding
    Application
    Analysis
    Synthesis
    Evaluation
  • 16. MAE406 – Business and Financial Econometrics
    Learning objectives
    On completion of this unit students should be able to:
    Link the economic theory and real world data and establish a proper econometric model based on the economic and financial concepts;
    Estimate an econometric model with the most ideal methodology;
    Interpret the estimated results; and
    Formulate policies based on results obtained from the econometric analysis.
  • 17. Eng. PBL unitfrom Aus uni.
  • 18. Assessment criteria / Rubrics
    From Deakin’s Assessment procedure:
    “… a tool used to articulate expected standards at various levels of performance in assessment. The criteria for each level of performance (from high distinction through to fail) are explicitly described in clear language to assist students to understand and interpret these descriptions.”
  • 19. Civil Engrubric
    http://www.adelaide.edu.au/erga/publications/maier_2ndyr.pdf
  • 20. In summary …
    Jolly, L. (2001). Graduate Attributes Fact Sheet 1.10 Implementing Graduate Attributes. Brisbane: University of Queensland, The Value Added Career Start Program. Page 3.
  • 21. Continuous formative assessment
    Put existing weekly problem sets and/or review questions on DSO as online quizzes
    Computer can ‘mark’ and provide student feedback
    Student usage and scores are recorded
    Could be ‘taken into account’ if student requests or needs any form of special consideration later
  • 22. Self-and-peerassessment
    http://tectra.it.uts.edu.au
    http://spark.uts.edu.au
  • 23. Multi-choice quizzes
    HNN112 - Principles of Nursing Care
    Content
    This unit is the first of two in the Clinical Studies in Nursing: Year 1 cluster. In this unit the notions of person-centred care, the role of nursing in the interdisciplinary team, evidence-based practice, and quality improvement approaches in health care are explored. To achieve this, opportunities are provided for students to explore the role of nurses in promoting healing environments for patients and their families. Key concepts to be addressed include assessment and management of patient function and risk, and promotion of patient comfort. An orienting framework will be provided to enable students to understand nursing skill development throughout the curriculum. Students will have the opportunity to further develop and integrate knowledge and skills learned during a one (1) week clinical placement.
    Assessment
    Online tests 3 x 20 minute (equivalent 1000 words) 40%, examination (2 hours) 60%, laboratory skills (equivalent 500 words) hurdle requirement, clinical assessment: 40 hours pass/fail
    http://www.dreamstime.com/item.php?imageid=7299038
  • 24. Project-basedlearning
    Typically involves:
    solution of a problem or completion of a task requiring students to complete a number of educational activities that drive learning;
    generally, students work in teams to complete a project;
    the project is non-trivial and often multidisciplinary in nature, requiring work over an extended period of time;
    normally, the project involves the development of a concrete artefact – a design, a model, a thesis, a computer simulation, etc.;
    the culmination of the project is often a written report and/or oral presentation describing the project methods and the final product; and
    teaching staff take an advisory rather than authoritarian role.
  • 25. Student portfolios
    1. Previously used hardcopy portfolio?
    2. Previously used electronic portfolio?
    3. Aware of the concept of graduate attributes?
    4. Aware that Engineers Australia has a list of graduate attributes?
    5. Aware that Deakin University has a list of graduate attributes?
    6. Link between study & assessment, and development of GAs?
    7. Understand the purpose of a student professional portfolio?
  • 26. ERA 'A' journal publications
    Palmer, S., Holt, D. and Bray, S. (2008), Does the discussion help? The impact of a formally assessed online discussion on final student results, British Journal of Educational Technology, v39, n5, pp. 847-858.
    Palmer, S., Bray, S. and Hall W. (2008), What is the on-campus experience? Engineering student study and work, International Journal of Engineering Education, v24, n4, pp. 802-810.
    Palmer, S. (2004), Authenticity in assessment: reflecting undergraduate study and professional practice, European Journal of Engineering Education, v29, n2, pp. 193-202.
    Palmer, S. (2002), An Evaluation of Undergraduate Engineering Management Studies, International Journal of Engineering Education, v18, n3, pp 321-330.
    Palmer, S. (2001), Engineering flexible teaching and learning in engineering education, European Journal of Engineering Education, v26, n1, pp 1-13.
  • 27. ERA 'A' Eng Ed publication opportunities
    A* Journal of Engineering Education
    A European Journal of Engineering Education
    A International Journal of Engineering Education
    A IEEE Frontiers in Education conference
    A SEFI Research on Engineering Education Symposium
  • 28. STALGS 'assessment' projects
    Enhancing student engagement: strategies to improve student-staff interactions with particular reference to assessment feedback
    Fair Assessment and Reflective Learning: A cross-faculty online self-and-peer-assessment tool for teamwork assignments piloted in architecture and business communications
    Developing a framework for discipline-contextualised graduate attributes in the professional field of engineering: enhancing student achievement of Deakin's graduate attributes
    Innovative, relevant and responsive assessment practices in higher education
    https://staff.deakin.edu.au/teaching-learning/grants/stalgs.php
  • 29. Assessment resources
    ITL PD modules:http://www.deakin.edu.au/itl/pd/tl-modules/assessment/index.php
    ATN assessment conference:http://www.iml.uts.edu.au/atnassessment/index.html
    CSHE report:http://www.cshe.unimelb.edu.au/assessinglearning/index.html
    Boud / ALTC / UTS assessment futures project:http://www.iml.uts.edu.au/assessment-futures/
    The Higher Education Academy Engineering Subject Centrehttp://www.engsc.ac.uk/home
  • 30. Thank you for your time