Integrating Assessment and Design Activity in Engineering Education: A Proposed Synthesis of Adaptive Comparative Judgement and the CDIO Framework

Autor/inn/en	Hyland, Tomás; Gordon, Seamus; Canty, Donal; Buckley, Jeffrey; Seery, Niall
Titel	Integrating Assessment and Design Activity in Engineering Education: A Proposed Synthesis of Adaptive Comparative Judgement and the CDIO Framework
Quelle	In: Engineering Design Graphics Journal, 82 (2018) 2, S.11-16 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-2012
Schlagwörter	Engineering Education; Design; Feedback (Response); Student Evaluation; Evaluation Methods; Formative Evaluation; Competence; Higher Education + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Schulnote; Studentische Bewertung; Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	One of the leading frameworks in engineering education specifically associated with design based competencies is the CDIO framework. This has been incorporated internationally into many institutions offering engineering education courses. Characterized by four unique stages, the CDIO framework affords an ideal scenario to incorporate a continuous assessment model. This paper presents a proposed synthesis between CDIO and Adaptive Comparative Judgement (ACJ). In particular, the opportunity to provide feedback through the ACJ system is theorized to have potentially positive educational effects. As part of a larger study, this approach is in the process of being refined prior to implementation as a pilot study for feasibility which will ultimately be succeeded by large-scale implementation to determine any potentially positive effect sizes. (As Provided).
Anmerkungen	Engineering Design Graphics Division, American Society for Engineering Education. 1818 N Street NW Suite 600, Washington, DC 20036. Tel: 202-331-3500; Web site: http://www.edgj.org/index.php/EDGJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01