Literaturnachweis - Detailanzeige
| Autor/inn/en | Violante, Maria Grazia; Moos, Sandro; Vezzetti, Enrico |
|---|---|
| Titel | A Methodology for Supporting the Design of a Learning Outcomes-Based Formative Assessment: The Engineering Drawing Case Study |
| Quelle | In: European Journal of Engineering Education, 45 (2020) 2, S.305-327 (23 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Violante, Maria Grazia) ORCID (Moos, Sandro) ORCID (Vezzetti, Enrico) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0304-3797 |
| DOI | 10.1080/03043797.2019.1622653 |
| Schlagwörter | Outcome Based Education; Educational Assessment; Formative Evaluation; Summative Evaluation; Engineering Education; Drafting; Qualifications; Foreign Countries; Taxonomy; Coding; Student Evaluation; Testing; Evaluation Methods; Undergraduate Students; Italy |
| Abstract | This paper presents a learning outcomes-based methodology to produce a summative assessment to use in any course at any educational level. It takes into consideration the European Qualifications Framework (EQF) to define the learning outcomes, Bloom's taxonomy to define the assessment questions and the QR code to help managing large class size. The methodology has been applied in a case study regarding the technical drawing course of the BSc Engineering programme at the Faculty of Engineering in Italy. In general, the implementation of the new assessment, during the two academic years of analysis, has shown good results in terms of reduction of failures (7% in the first year and 3.9% in the second year), improvement of the weighted average mark (4.6%), reduction of the minimum mark obtained (8.1%), increase of the maximum mark obtained (3.1%) and time reduction of 48% to upload marks to the electronic register. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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