Fichas Continuous Engineering Course

B. L. STEWARD, S. K. MICKELSON T. J. BRUMM

“Continuous Engineering Course Improvement through Synergistic use of Multiple Assessment”, Revista International Journal of Engineering Education, Gran Bretaña, Vol. 21 - Nº 2, págs. 277 a 287, 2005, Idioma inglés.

EE

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“The specific objectives of the research were to: • Investigate and compare the use of two formative and teo summative assessment tools to identify and understand students perception of their learning and teaching methodsin an engineering course AND •Determine how the formative assessments could succesfully be used to make course asjustments during the duration of the course. Palabras claves: Summative and formative assessment

Indira Guggisberg

B. L. STEWARD, S. K. MICKELSON T. J. BRUMM

“Continuous Engineering Course Improvement through Synergistic use of Multiple Assessment”, Revista International Journal of Engineering Education, Gran Bretaña, Vol. 21 - Nº 2, págs. 277 a 287, 2005, Idioma inglés.

EE

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“Formative assessment's primary goal is to better understand interaction between instruction and student learning in order to improve the teachinglearning process” “The shift from a teacher-centered to a learner-centered educational paradigm creates a need for formative classroom assessment.” “Use of formative assessment results in significant increases in learning-as measured by test scores-and that it helps low-achieving students to a greater degree than other students”

Palabras claves:Formative assessment

Indira Guggisberg

B. L. STEWARD, S. K. MICKELSON T. J. BRUMM

“Continuous Engineering Course Improvement through Synergistic use of Multiple Assessment”, Revista International Journal of Engineering Education, Gran Bretaña, Vol. 21 - Nº 2, págs. 277 a 287, 2005, Idioma inglés.

EE

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3

“E-mail journals consist of written student reflections about their learning in a course and are periodically submitted to the instructor electronically” “It is important for the students to perceive that their questions and feedback are considered valuable to the instructor” “It provides regular feedback enabling the instructor to understand how the class generaly comprehended the material and to make appropriate adjustments in the fllowing class period”

Palabras claves: e-mail journals, feedback

Indira Guggisberg

B. L. STEWARD, S. K. MICKELSON T. J. BRUMM

“Continuous Engineering Course Improvement through Synergistic use of Multiple Assessment”, Revista International Journal of Engineering Education, Gran Bretaña, Vol. 21 - Nº 2, págs. 277 a 287, 2005, Idioma inglés.

EE

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4

“The open and interactive setting of the focus group facilitates deep thinking about a course and uncovers specific suggestions as to how it might be changed” “Hamilton et al. found student focus group provided specific suggestions for course improvement as well as significant increases in SEI (Students Evaluation of Instruction) rating” “The focus group discussions gave substantial insight into the how students prefer to learn”

Palabras claves: Focus group

Indira Guggisberg

B. L. STEWARD, S. K. MICKELSON T. J. BRUMM

“Continuous Engineering Course Improvement through Synergistic use of Multiple Assessment”, Revista International Journal of Engineering Education, Gran Bretaña, Vol. 21 - Nº 2, págs. 277 a 287, 2005, Idioma inglés.

EE

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5

“This preference for the visual is easily contrasted with the stdent's dislike of reading textbooks to learn course concepts” “The students expressed a preference to learn actively through hands-on lab experiences” “The use of animations and active learning team exercises were briefly mentioned as being helpful”

Palabras claves: Active learning

Indira Guggisberg