The assessment of learning in engineering education : (Record no. 48160)

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fixed length control field 09543nam a22004817a 4500
003 - CONTROL NUMBER IDENTIFIER
control field CITU
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20220111163940.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 170308t20162016njua f b 001 0 eng d
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2016499191
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781119175513
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 1119175518
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Cancelled/invalid ISBN 9781119175544
024 8# - OTHER STANDARD IDENTIFIER
Standard number or code 99976823518
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)ocn950248963
040 ## - CATALOGING SOURCE
Original cataloging agency CDX
Language of cataloging eng
Transcribing agency CDX
Description conventions rda
Modifying agency OCLCO
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041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
042 ## - AUTHENTICATION CODE
Authentication code lccopycat
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number T65.3
Item number .H498 2016
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 620/.00711
Edition number 23
100 1# - MAIN ENTRY--PERSONAL NAME
Preferred name for the person Heywood, John,
Dates associated with a name 1930-
Relator term author.
245 14 - TITLE STATEMENT
Title The assessment of learning in engineering education :
Remainder of title practice and policy /
Statement of responsibility, etc John Heywood.
264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Hoboken, New Jersey :
Name of publisher, distributor, etc John Wiley :
-- IEEE Press,
Date of publication, distribution, etc 2016.
264 #4 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Date of publication, distribution, etc ©2016
300 ## - PHYSICAL DESCRIPTION
Extent xvi, 347 pages :
Other physical details illustrations ;
Dimensions 24 cm
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term unmediated
Media type code n
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338 ## - CARRIER TYPE
Carrier type term volume
Carrier type code nc
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504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc Includes bibliographical references and index.
505 0# - CONTENTS
Formatted contents note 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 6.5 Discussion 152 References 152 7 Student Variability: The Individual, the Organization, and Evaluation 157 7.1 Introduction 158 7.2 Learning and Teaching Styles 161 7.3 Study Habits/Strategies 163 7.4 Intellectual Development 165 7.5 Critical Thinking 168 7.6 The Assessment of Development 172 7.7 The Reflective Practitioner 174 7.8 Adaptive Expertise 180 7.9 Discussion 181 Notes 182 References 183 8 Emotional Intelligence, Peer and Self-Assessment, Journals and Portfolios, and Learning-How-to-Learn 189 8.1 Introduction 190 8.2 Emotional Intelligence 191 8.3 Self- and Peer Assessment 193 8.4 Learning Journals and Portfolios 206 8.5 Learning-How-to-Learn 209 8.6 Discussion 210 Note 211 References 211 9 Experiential Learning, Interdisciplinarity, Projects, and Teamwork 217 9.1 Introduction 218 9.2 Project Work as a Vehicle for Integrated Learning and Interdisciplinarity 219 9.3 Learning to Collaborate 220 9.4 Constructive Controversy 224 9.5 Communication, Teamwork, and Collegial Impediments to the Development of Good Engineering Practice 225 9.6 The Demand for Skill in Innovation: Can It Be Taught? 227 9.7 Creativity, Teamwork, and Reflective Practice (See Also Section 2.4) 228 9.8 Can Teamwork Be Taught? 229 9.9 Discussion 235 References 236 10 Competencies 241 10.1 Introduction 242 10.2 The Iowa Studies (ISU) 244 10.3 The Outcomes Approach in Australia, Europe, and Elsewhere 246 10.4 The CDIO Initiative 247 10.5 A Standards-Based Approach to the Curriculum 248 10.6 Recent European Studies 252 10.7 Impact of Subjects (Courses) on Person-Centered Interventions 255 10.8 The Potential for Comparative Studies: Choosing Competencies 256 10.9 Expressive Outcomes 258 10.10 Discussion 259 References 260 11 Outside Competency 265 11.1 Introduction 266 11.2 Accidental Competencies 267 11.3 Understanding Competence at Work 269 11.4 Contextual Competence 270 11.5 A Post-Technician Cooperative Apprenticeship 272 11.6 Theories of Competence Development in Adult Life 275 11.7 Discussion 278 Notes 279 References 280 12 Assessment, Moral Purpose, and Social Responsibility 283 12.1 Introduction 283 12.2 Moral Purpose and the Power of Grading 284 12.3 From Reliability to Validity: Toward a Philosophy of Engineering Education 284 12.4 Screening the Aims of Engineering Education 285 12.5 The Role of Educational Institutions in the Preparation for Industry (the Development of Professional Skills) 287 12.6 The Role of Industry in Professional Development 289 12.7 Assessment and the Curriculum 290 12.8 Changing Patterns in the Workforce, the Structure of Higher Education 291 12.9 Lifelong Education and Credentialing 293 12.10 Conclusion 295 Notes 297 References 298 A A Quick Guide to the Changing Terminology in the Area of Assessment 301 A.1 Objectives and Outcomes 301 A.2 Assessment and Evaluation 307 References 308 B Extracts from the Syllabus and Notes for the Guidance of Schools for GCE Engineering Science (Advanced) 1972 Joint Matriculation Board, Manchester 311 B.1 Extract 1 (pp. 2 6) 311 B.2 Extract 2 (p. 9) 317 B.3 Extract 3 (pp. 13 16) 318 Author Index 325 Subject Index 339
520 ## - SUMMARY, ETC.
Summary, etc This book considers the functions of assessment and its measurement in engineering education. Chapters two through three discuss efforts toward alternative curriculum in engineering and advanced level exams for university entry in engineering science. Chapter four reviews investigations of what engineers do at work and their implications assessment. Chapter five records the development of competency based assessment and considers its implications for the engineering curriculum. Chapter six discusses the impact of the accrediting authorities on assessment, outcomes based assessment, taxonomies and assessment in mastery and personalized systems of instruction. Chapters seven through eight consider student variability (e.g. intellectual development, emotional intelligence) and reflective practice. Questions are raised about the assessment of communication, creativity, innovation, teamwork, and the role of projects in integrated learning in chapter nine. Chapter ten though eleven focus on the implementation of outcomes based assessment, and the implications of two theories of competence for the design of the curriculum and its assessment. The book concludes by discussing assessment, moral purpose and social responsibility in the light of changes in the workforce, the role of educational institutions in preparation for industry, the need for lifelong education, and new approaches to assessment, and credentialing.
Assigning source Publisher.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Engineering
General subdivision Study and teaching
-- Evaluation.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Curriculum-based assessment.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Competency-based education.
650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Competency-based education.
Source of heading or term fast
Authority record control number (OCoLC)fst00871437
650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Curriculum-based assessment.
Source of heading or term fast
Authority record control number (OCoLC)fst00885404
650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Engineering
General subdivision Study and teaching
-- Evaluation.
Source of heading or term fast
Authority record control number (OCoLC)fst00910421
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element Institute of Electrical and Electronics Engineers.
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Source of classification or shelving scheme
Item type BOOK
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Permanent Location Current Location Shelving location Date acquired Source of acquisition Cost, normal purchase price Inventory number Full call number Barcode Date last seen Price effective from Item type
          COLLEGE LIBRARY COLLEGE LIBRARY SUBJECT REFERENCE 2018-08-01 ALBASA 6446.00 48684 620.00711 H519 2016 CITU-CL-48684 2020-04-30 2020-04-30 BOOK