{"product_id":"the-assessment-of-learning-in-engineering-education-9781119175513","title":"The Assessment of Learning in Engineering","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eExplores how we judge engineering education in order to effectively redesign courses and programs that will prepare new engineers for various professional and academic careers\u003c\/p\u003e \u003cul\u003e \u003cli\u003eShows how present approaches to assessment were shaped and what the future holds\u003c\/li\u003e \u003cli\u003eAnalyzes the validity of teaching and judging engineering education\u003c\/li\u003e \u003cli\u003eShows the integral role that assessment plays in curriculum design and implementation\u003c\/li\u003e \u003cli\u003eExamines the sociotechnical system's impact on engineering curricula\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Prologue 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 General Introduction: The Functions of Assessment 1\u003c\/p\u003e \u003cp\u003e1.2 Health Warning: Ambiguities in the Use of the Term “Assessment” 6\u003c\/p\u003e \u003cp\u003e1.3 The Assessment of Persons for the Professions 8\u003c\/p\u003e \u003cp\u003e1.4 The Engineering Profession 10\u003c\/p\u003e \u003cp\u003e1.5 The Development of Higher and Engineering Education as Areas of Academic Study in the 1960s 12\u003c\/p\u003e \u003cp\u003e1.6 Assumptions About Examinations: Reliability 12\u003c\/p\u003e \u003cp\u003e1.7 Myths Surrounding Examinations 14\u003c\/p\u003e \u003cp\u003e1.8 The Introduction of Coursework Assessment 17\u003c\/p\u003e \u003cp\u003e1.9 Rethinking Validity 19\u003c\/p\u003e \u003cp\u003e1.10 Wastage (Dropout): The Predictive Value of School Examinations for Satisfactory Performance in Higher Education 20\u003c\/p\u003e \u003cp\u003e1.11 Factors Influencing Performance in College Courses 22\u003c\/p\u003e \u003cp\u003e1.12 Assessment: Results and Accountability 25\u003c\/p\u003e \u003cp\u003e1.13 Assessing the Learner 26\u003c\/p\u003e \u003cp\u003eNotes 27\u003c\/p\u003e \u003cp\u003eReferences 27\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Assessment and the Preparation of Engineers for Work 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Engineers at Work 36\u003c\/p\u003e \u003cp\u003e2.2 An Alternative Approach to the Education and Training of Engineers for Industry 37\u003c\/p\u003e \u003cp\u003e2.3 Toward an Alternative Curriculum for Engineering 42\u003c\/p\u003e \u003cp\u003e2.4 Creativity in Engineering and Design 43\u003c\/p\u003e \u003cp\u003e2.5 Furneaux’s Study of a University’s Examinations in First-Year Mechanical Engineering: The Argument for “Objectives” 48\u003c\/p\u003e \u003cp\u003e2.6 Discussion 51\u003c\/p\u003e \u003cp\u003eNotes 53\u003c\/p\u003e \u003cp\u003eReferences 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The Development of a Multiple-Objective (Strategy) Examination and Multidimensional Assessment and Evaluation 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 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\u003c\/p\u003e \u003cp\u003e3.2 Skills Involved in Writing Design Proposals and Practical Laboratory Work 72\u003c\/p\u003e \u003cp\u003e3.3 A Balanced System of Assessment 74\u003c\/p\u003e \u003cp\u003e3.4 Pictures of the Curriculum Process 75\u003c\/p\u003e \u003cp\u003e3.5 Multidimensional Assessment and Evaluation: A Case Study 79\u003c\/p\u003e \u003cp\u003e3.6 Discussion 83\u003c\/p\u003e \u003cp\u003eNotes 84\u003c\/p\u003e \u003cp\u003eReferences 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Categorizing the Work Done by Engineers: Implications for Assessment and Training 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 Introduction 90\u003c\/p\u003e \u003cp\u003e4.2 A Study of Engineers at Work in a Firm in the Aircraft Industry 91\u003c\/p\u003e \u003cp\u003e4.3 The Application of The Taxonomy of Educational Objectives to the Task Analysis of Managers in a Steel Plant 96\u003c\/p\u003e \u003cp\u003e4.4 The Significance of Interpersonal Competence 96\u003c\/p\u003e \u003cp\u003e4.5 A Comparative Study of British and German Production Engineers (Managers) 101\u003c\/p\u003e \u003cp\u003e4.6 Engineering Knowledge 103\u003c\/p\u003e \u003cp\u003e4.7 Discussion 105\u003c\/p\u003e \u003cp\u003eNotes 105\u003c\/p\u003e \u003cp\u003eReferences 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Competency-Based Qualifications in the United Kingdom and United States and Other Developments 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 The Development of Competency-Based Vocational Qualifications in the United Kingdom 112\u003c\/p\u003e \u003cp\u003e5.2 Outcomes Approaches in High Schools in the United Kingdom 115\u003c\/p\u003e \u003cp\u003e5.3 Standards in Schools in the United States 116\u003c\/p\u003e \u003cp\u003e5.4 Education for Capability: Capability vs. Competence 117\u003c\/p\u003e \u003cp\u003e5.5 Ability (Assessment)-Led Curricula: The Alverno College Model 119\u003c\/p\u003e \u003cp\u003e5.6 The Enterprise in Higher Education Initiative in the United Kingdom and the SCANS Report in the United States 122\u003c\/p\u003e \u003cp\u003e5.7 The College Outcome Measures Program 125\u003c\/p\u003e \u003cp\u003e5.8 Discussion 127\u003c\/p\u003e \u003cp\u003eNotes 130\u003c\/p\u003e \u003cp\u003eReferences 130\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 The Impact of Accreditation 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 ABET, European Higher Education Area (Bologna Process), and the Regulation of the Curriculum 134\u003c\/p\u003e \u003cp\u003e6.2 Taxonomies 135\u003c\/p\u003e \u003cp\u003e6.3 Outcomes-Based Engineering Education 142\u003c\/p\u003e \u003cp\u003e6.4 Mastery Learning and Personalized Systems of Instruction 147\u003c\/p\u003e \u003cp\u003e6.5 Discussion 152\u003c\/p\u003e \u003cp\u003eReferences 152\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Student Variability: The Individual the Organization, and Evaluation 157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 Introduction 158\u003c\/p\u003e \u003cp\u003e7.2 Learning and Teaching Styles 161\u003c\/p\u003e \u003cp\u003e7.3 Study Habits\/Strategies 163\u003c\/p\u003e \u003cp\u003e7.4 Intellectual Development 165\u003c\/p\u003e \u003cp\u003e7.5 Critical Thinking 168\u003c\/p\u003e \u003cp\u003e7.6 The Assessment of Development 172\u003c\/p\u003e \u003cp\u003e7.7 The Reflective Practitioner 174\u003c\/p\u003e \u003cp\u003e7.8 Adaptive Expertise 180\u003c\/p\u003e \u003cp\u003e7.9 Discussion 181\u003c\/p\u003e \u003cp\u003eNotes 182\u003c\/p\u003e \u003cp\u003eReferences 183\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Emotional Intelligence, Peer and Self-Assessment, Journals and Portfolios, and Learning-How-to-Learn 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 Introduction 190\u003c\/p\u003e \u003cp\u003e8.2 Emotional Intelligence 191\u003c\/p\u003e \u003cp\u003e8.3 Self- and Peer Assessment 193\u003c\/p\u003e \u003cp\u003e8.4 Learning Journals and Portfolios 206\u003c\/p\u003e \u003cp\u003e8.5 Learning-How-to-Learn 209\u003c\/p\u003e \u003cp\u003e8.6 Discussion 210\u003c\/p\u003e \u003cp\u003eNote 211\u003c\/p\u003e \u003cp\u003eReferences 211\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Experiential Learning, Interdisciplinarity, Projects, and Teamwork 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 Introduction 218\u003c\/p\u003e \u003cp\u003e9.2 Project Work as a Vehicle for Integrated Learning and Interdisciplinarity 219\u003c\/p\u003e \u003cp\u003e9.3 Learning to Collaborate 220\u003c\/p\u003e \u003cp\u003e9.4 Constructive Controversy 224\u003c\/p\u003e \u003cp\u003e9.5 Communication Teamwork ,and Collegial Impediments to the Development of Good Engineering Practice 225\u003c\/p\u003e \u003cp\u003e9.6 The Demand for Skill in Innovation: Can It Be Taught? 227\u003c\/p\u003e \u003cp\u003e9.7 Creativity Teamwork and Reflective Practice (See Also Section 2.4) 228\u003c\/p\u003e \u003cp\u003e9.8 Can Teamwork Be Taught? 229\u003c\/p\u003e \u003cp\u003e9.9 Discussion 235\u003c\/p\u003e \u003cp\u003eReferences 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Competencies 241\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 Introduction 242\u003c\/p\u003e \u003cp\u003e10.2 The Iowa Studies (ISU) 244\u003c\/p\u003e \u003cp\u003e10.3 The Outcomes Approach in Australia Europe, and Elsewhere 246\u003c\/p\u003e \u003cp\u003e10.4 The CDIO Initiative 247\u003c\/p\u003e \u003cp\u003e10.5 A Standards-Based Approach to the Curriculum 248\u003c\/p\u003e \u003cp\u003e10.6 Recent European Studies 252\u003c\/p\u003e \u003cp\u003e10.7 Impact of Subjects (Courses) on Person-Centered Interventions 255\u003c\/p\u003e \u003cp\u003e10.8 The Potential for Comparative Studies: Choosing Competencies 256\u003c\/p\u003e \u003cp\u003e10.9 Expressive Outcomes 258\u003c\/p\u003e \u003cp\u003e10.10 Discussion 259\u003c\/p\u003e \u003cp\u003eReferences 260\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 “Outside” Competency 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1 Introduction 266\u003c\/p\u003e \u003cp\u003e11.2 Accidental Competencies 267\u003c\/p\u003e \u003cp\u003e11.3 Understanding Competence at Work 269\u003c\/p\u003e \u003cp\u003e11.4 Contextual Competence 270\u003c\/p\u003e \u003cp\u003e11.5 A Post-Technician Cooperative Apprenticeship 272\u003c\/p\u003e \u003cp\u003e11.6 Theories of Competence Development in Adult Life 275\u003c\/p\u003e \u003cp\u003e11.7 Discussion 278\u003c\/p\u003e \u003cp\u003eNotes 279\u003c\/p\u003e \u003cp\u003eReferences 280\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Assessment, Moral Purpose and Social Responsibility 283\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.1 Introduction 283\u003c\/p\u003e \u003cp\u003e12.2 Moral Purpose and the Power of Grading 284\u003c\/p\u003e \u003cp\u003e12.3 From Reliability to Validity: Toward a Philosophy of Engineering Education 284\u003c\/p\u003e \u003cp\u003e12.4 Screening the Aims of Engineering Education 285\u003c\/p\u003e \u003cp\u003e12.5 The Role of Educational Institutions in the Preparation for Industry (the Development of Professional Skills) 287\u003c\/p\u003e \u003cp\u003e12.6 The Role of Industry in Professional Development 289\u003c\/p\u003e \u003cp\u003e12.7 Assessment and the Curriculum 290\u003c\/p\u003e \u003cp\u003e12.8 Changing Patterns in the Workforce the Structure of Higher Education 291\u003c\/p\u003e \u003cp\u003e12.9 Lifelong Education and Credentialing 293\u003c\/p\u003e \u003cp\u003e12.10 Conclusion 295\u003c\/p\u003e \u003cp\u003eNotes 297\u003c\/p\u003e \u003cp\u003eReferences 298\u003c\/p\u003e \u003cp\u003e\u003cb\u003eA A Quick Guide to the Changing Terminology in the Area of “Assessment” 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA.1 Objectives and Outcomes 301\u003c\/p\u003e \u003cp\u003eA.2 Assessment and Evaluation 307\u003c\/p\u003e \u003cp\u003eReferences 308\u003c\/p\u003e \u003cp\u003e\u003cb\u003eB Extracts from the Syllabus and Notes for the Guidance of Schools for GCE Engineering Science (Advanced) 1972\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eJoint Matriculation Board Manchester 311\u003c\/p\u003e \u003cp\u003eB. 1 Extract 1 (pp. 2–6) 311\u003c\/p\u003e \u003cp\u003eB. 2 Extract 2 (p. 9) 317\u003c\/p\u003e \u003cp\u003eB. 3 Extract 3 (pp. 13–16) 318\u003c\/p\u003e \u003cp\u003eAuthor Index 325\u003c\/p\u003e \u003cp\u003eSubject Index 339 \u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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