LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestras Condiciones de uso y nuestra Política de privacidad para más información.
LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestra Política de privacidad y nuestras Condiciones de uso para más información.
A Conceptual Model for e-Assessing Student Learning in Engineering Education Rita Falcao Universidade do Porto :: FEUP Portugal ICL 2012 / IGIP 2012 :: Villach, Austria www.up.pt :: www.fe.up.pt
nt of student’s learning and e-learning. It will be focusing in Higher Educationlly in Engineering Education. The question of alignment of e-assessment and ed Field of studyed by the area where the three circles overlap. Learning! Outcomes! e0Learning Assessment! ! Figure 1 - Field of study www.up.pt :: www.fe.up.pt
Initial problemTo what extent e-assessment methods may beused to measure the achievement of LearningOutcomes in engineering education? www.up.pt :: www.fe.up.pt
Research questions I• RQ1) Which type of Learning Outcomes in the field of Engineering are relevant and should be considered?• RQ2) Which are the e-assessment methods that should be considered? www.up.pt :: www.fe.up.pt
Learning OutcomesLearning outcomes are statements of what alearner is expected to know, understandand/or be able to demonstrate aftercompletion of learning. (AHELO) www.up.pt :: www.fe.up.pt
Learning Outcomes in EESelection and description of LOs in EngineeringEducation • ABET • EUR-ACE • CDIO • EQF www.up.pt :: www.fe.up.pt
(e) AssessmentAssessment: Any procedure used to estimatestudent learning for whatever purpose. (Brown etal)e-Assessment is the use of ICT and the Internet inparticular for the assessment of learning,including design, delivery and/or recording ofresponses. (JISC) www.up.pt :: www.fe.up.pt
(e) Assessment methods• Multiple choice questions• Short Answer Questions• Problems• Essays• Practical work• Reflexive practice www.up.pt :: www.fe.up.pt
Research questions II• RQ3) What type of intended Learning Outcomes can be measured by e- assessment methods?• RQ4) Is it possible to propose specific e- assessment strategies for each type of LO in EE? www.up.pt :: www.fe.up.pt
The ALIGNMENT question Evaluation of the Application of e-Learning Methodologies to the Education of Statement!!of! the!intented! Learning!! Outcome! Learning! Outcome! Teaching!and! Learning! Assessment! Tasks! Ac=vi=es! Figure 10 - The same LO should be present in all:: www.fe.up.pt www.up.pt the activities
Evaluation of the Application of e-Learning Methodologies to the Education of Engineering Revised Bloom’s Taxonomy Table 22 - The Taxonomy Table by Anderson et al. The Knowledge The Cognitive dimension dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual knowledge B. Conceptual knowledge C. Procedural knowledge D. Meta-cognitive knowledgeThe• Taxonomy Table created by Anderson LOs ofplays aqualification frameworks of the Analyzing and describing the et al. the major role in the development • Analyzing the describing When approaching the conceptconceptual model inand current work. LOs from case-studies of writing iLOs statements,several authors refer the importance of including verbs that describe a measurable action so they canbe • Analyzing and describing assessment methods assessed [41, 42, 77]. The revised version of the taxonomy of Bloom and the Taxonomy Tableprovided the best solution for this problem. The cognitive dimension of the table is structured using • Aligning assessment and LOsverbs with detailed descriptions explaining their meaning. Verbs were carefully selected to matchcognitive processes and to be the ones used normally by teachers when:: www.fe.up.pt Additionally, www.up.pt stating the iLOs.
Some pilot tests of application were done using iLO at course level and QF level. It was found that atthe level of QF, most matrixes have a large number of cells filled. At course level, the distribution of The ALOA conceptual modelfilled cells is considerable more precise and easier to match with specific assessment methods. Thisrepresented another revision of the model where alignment was achieved at course level but could beinferred to the higher levels through existing matrixes. Figure 15 - Fourth and final version of the model www.up.pt :: www.fe.up.pt
le course usually has more that one iLO statement and more thns that one method may be assessing more than one iLO and th Alignmentthan one method. This multiplicity of possibilities is represented i Many!LO! Many!LOs! One! Many! Assessment! assessments! One!LO! One!LO! one! Many! assessment! assessment! www.up.pt :: www.fe.up.pt Figure 17 - Alignment possibilities for one unit or course
Application of the modelScenarios Criteria Verification of internal Match alignmentProposal of internal alignment Emphasis Vertical alignment Coverage Horizontal alignment Precision www.up.pt :: www.fe.up.pt