{"product_id":"the-assessment-of-learning-in-engineering-education-practice-and-policy-paperback-softback-9781119175513","title":"The Assessment of Learning in Engineering Education; Practice and Policy (Paperback \/ softback) 9781119175513","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThe Assessment of Learning in Engineering Education\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003ePractice and Policy\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003e\u003cp\u003eOnce again, Dr. John Heywood assembles and synthesizes a vast amount of data and literature into a readable and thoughtful discussion of an important issue, assessment.  Given current debates on what should be assessed and what should be included in accreditation of engineering programs, this is a timely book that will be an invaluable resource for engineering educators and all who care about preparing effective engineers.  Dr. Heywood’s holistic approach challenges readers to reexamine their assumptions about learning, teaching, and assessment.\u003c\/p\u003e \u003cp\u003eDr. Susan M. Lord, Professor and Chair of Electrical Engineering, University of San Diego, San Diego CA 921102009-2010 IEEE Education Society President\u003cbr\u003eFellow, IEEE and ASEE\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eJohn Heywood (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781119175513, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 24 May 2016\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e368 pages\u003cbr\u003e23.4 x 15.5 x 2.3 cm, 0.499 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eExplores how we judge engineering education in order to effectively redesign courses and programs that will prepare new engineers for various professional and academic careers\u003c\/p\u003e \u003cul\u003e \u003cli\u003eShows how present approaches to assessment were shaped and what the future holds\u003c\/li\u003e \u003cli\u003eAnalyzes the validity of teaching and judging engineering education\u003c\/li\u003e \u003cli\u003eShows the integral role that assessment plays in curriculum design and implementation\u003c\/li\u003e \u003cli\u003eExamines the sociotechnical system’s impact on engineering curricula\u003c\/li\u003e \u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Prologue 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 General Introduction: The Functions of Assessment 1\u003c\/p\u003e \u003cp\u003e1.2 Health Warning: Ambiguities in the Use of the Term “Assessment” 6\u003c\/p\u003e \u003cp\u003e1.3 The Assessment of Persons for the Professions 8\u003c\/p\u003e \u003cp\u003e1.4 The Engineering Profession 10\u003c\/p\u003e \u003cp\u003e1.5 The Development of Higher and Engineering Education as Areas of Academic Study in the 1960s 12\u003c\/p\u003e \u003cp\u003e1.6 Assumptions About Examinations: Reliability 12\u003c\/p\u003e \u003cp\u003e1.7 Myths Surrounding Examinations 14\u003c\/p\u003e \u003cp\u003e1.8 The Introduction of Coursework Assessment 17\u003c\/p\u003e \u003cp\u003e1.9 Rethinking Validity 19\u003c\/p\u003e \u003cp\u003e1.10 Wastage (Dropout): The Predictive Value of School Examinations for Satisfactory Performance in Higher Education 20\u003c\/p\u003e \u003cp\u003e1.11 Factors Influencing Performance in College Courses 22\u003c\/p\u003e \u003cp\u003e1.12 Assessment: Results and Accountability 25\u003c\/p\u003e \u003cp\u003e1.13 Assessing the Learner 26\u003c\/p\u003e \u003cp\u003eNotes 27\u003c\/p\u003e \u003cp\u003eReferences 27\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Assessment and the Preparation of Engineers for Work 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Engineers at Work 36\u003c\/p\u003e \u003cp\u003e2.2 An Alternative Approach to the Education and Training of Engineers for Industry 37\u003c\/p\u003e \u003cp\u003e2.3 Toward an Alternative Curriculum for Engineering 42\u003c\/p\u003e \u003cp\u003e2.4 Creativity in Engineering and Design 43\u003c\/p\u003e \u003cp\u003e2.5 Furneaux’s Study of a University’s Examinations in First-Year Mechanical Engineering: The Argument for “Objectives” 48\u003c\/p\u003e \u003cp\u003e2.6 Discussion 51\u003c\/p\u003e \u003cp\u003eNotes 53\u003c\/p\u003e \u003cp\u003eReferences 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The Development of a Multiple-Objective (Strategy) Examination and Multidimensional Assessment and Evaluation 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 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\u003c\/p\u003e \u003cp\u003e3.2 Skills Involved in Writing Design Proposals and Practical Laboratory Work 72\u003c\/p\u003e \u003cp\u003e3.3 A Balanced System of Assessment 74\u003c\/p\u003e \u003cp\u003e3.4 Pictures of the Curriculum Process 75\u003c\/p\u003e \u003cp\u003e3.5 Multidimensional Assessment and Evaluation: A Case Study 79\u003c\/p\u003e \u003cp\u003e3.6 Discussion 83\u003c\/p\u003e \u003cp\u003eNotes 84\u003c\/p\u003e \u003cp\u003eReferences 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Categorizing the Work Done by Engineers: Implications for Assessment and Training 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 Introduction 90\u003c\/p\u003e \u003cp\u003e4.2 A Study of Engineers at Work in a Firm in the Aircraft Industry 91\u003c\/p\u003e \u003cp\u003e4.3 The Application of The Taxonomy of Educational Objectives to the Task Analysis of Managers in a Steel Plant 96\u003c\/p\u003e \u003cp\u003e4.4 The Significance of Interpersonal Competence 96\u003c\/p\u003e \u003cp\u003e4.5 A Comparative Study of British and German Production Engineers (Managers) 101\u003c\/p\u003e \u003cp\u003e4.6 Engineering Knowledge 103\u003c\/p\u003e \u003cp\u003e4.7 Discussion 105\u003c\/p\u003e \u003cp\u003eNotes 105\u003c\/p\u003e \u003cp\u003eReferences 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Competency-Based Qualifications in the United Kingdom and United States and Other Developments 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 The Development of Competency-Based Vocational Qualifications in the United Kingdom 112\u003c\/p\u003e \u003cp\u003e5.2 Outcomes Approaches in High Schools in the United Kingdom 115\u003c\/p\u003e \u003cp\u003e5.3 Standards in Schools in the United States 116\u003c\/p\u003e \u003cp\u003e5.4 Education for Capability: Capability vs. Competence 117\u003c\/p\u003e \u003cp\u003e5.5 Ability (Assessment)-Led Curricula: The Alverno College Model 119\u003c\/p\u003e \u003cp\u003e5.6 The Enterprise in Higher Education Initiative in the United Kingdom and the SCANS Report in the United States 122\u003c\/p\u003e \u003cp\u003e5.7 The College Outcome Measures Program 125\u003c\/p\u003e \u003cp\u003e5.8 Discussion 127\u003c\/p\u003e \u003cp\u003eNotes 130\u003c\/p\u003e \u003cp\u003eReferences 130\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 The Impact of Accreditation 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 ABET, European Higher Education Area (Bologna Process), and the Regulation of the Curriculum 134\u003c\/p\u003e \u003cp\u003e6.2 Taxonomies 135\u003c\/p\u003e \u003cp\u003e6.3 Outcomes-Based Engineering Education 142\u003c\/p\u003e \u003cp\u003e6.4 Mastery Learning and Personalized Systems of Instruction 147\u003c\/p\u003e \u003cp\u003e6.5 Discussion 152\u003c\/p\u003e \u003cp\u003eReferences 152\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Student Variability: The Individual the Organization, and Evaluation 157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 Introduction 158\u003c\/p\u003e \u003cp\u003e7.2 Learning and Teaching Styles 161\u003c\/p\u003e \u003cp\u003e7.3 Study Habits\/Strategies 163\u003c\/p\u003e \u003cp\u003e7.4 Intellectual Development 165\u003c\/p\u003e \u003cp\u003e7.5 Critical Thinking 168\u003c\/p\u003e \u003cp\u003e7.6 The Assessment of Development 172\u003c\/p\u003e \u003cp\u003e7.7 The Reflective Practitioner 174\u003c\/p\u003e \u003cp\u003e7.8 Adaptive Expertise 180\u003c\/p\u003e \u003cp\u003e7.9 Discussion 181\u003c\/p\u003e \u003cp\u003eNotes 182\u003c\/p\u003e \u003cp\u003eReferences 183\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Emotional Intelligence, Peer and Self-Assessment, Journals and Portfolios, and Learning-How-to-Learn 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 Introduction 190\u003c\/p\u003e \u003cp\u003e8.2 Emotional Intelligence 191\u003c\/p\u003e \u003cp\u003e8.3 Self- and Peer Assessment 193\u003c\/p\u003e \u003cp\u003e8.4 Learning Journals and Portfolios 206\u003c\/p\u003e \u003cp\u003e8.5 Learning-How-to-Learn 209\u003c\/p\u003e \u003cp\u003e8.6 Discussion 210\u003c\/p\u003e \u003cp\u003eNote 211\u003c\/p\u003e \u003cp\u003eReferences 211\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Experiential Learning, Interdisciplinarity, Projects, and Teamwork 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 Introduction 218\u003c\/p\u003e \u003cp\u003e9.2 Project Work as a Vehicle for Integrated Learning and Interdisciplinarity 219\u003c\/p\u003e \u003cp\u003e9.3 Learning to Collaborate 220\u003c\/p\u003e \u003cp\u003e9.4 Constructive Controversy 224\u003c\/p\u003e \u003cp\u003e9.5 Communication Teamwork ,and Collegial Impediments to the Development of Good Engineering Practice 225\u003c\/p\u003e \u003cp\u003e9.6 The Demand for Skill in Innovation: Can It Be Taught? 227\u003c\/p\u003e \u003cp\u003e9.7 Creativity Teamwork and Reflective Practice (See Also Section 2.4) 228\u003c\/p\u003e \u003cp\u003e9.8 Can Teamwork Be Taught? 229\u003c\/p\u003e \u003cp\u003e9.9 Discussion 235\u003c\/p\u003e \u003cp\u003eReferences 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Competencies 241\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 Introduction 242\u003c\/p\u003e \u003cp\u003e10.2 The Iowa Studies (ISU) 244\u003c\/p\u003e \u003cp\u003e10.3 The Outcomes Approach in Australia Europe, and Elsewhere 246\u003c\/p\u003e \u003cp\u003e10.4 The CDIO Initiative 247\u003c\/p\u003e \u003cp\u003e10.5 A Standards-Based Approach to the Curriculum 248\u003c\/p\u003e \u003cp\u003e10.6 Recent European Studies 252\u003c\/p\u003e \u003cp\u003e10.7 Impact of Subjects (Courses) on Person-Centered Interventions 255\u003c\/p\u003e \u003cp\u003e10.8 The Potential for Comparative Studies: Choosing Competencies 256\u003c\/p\u003e \u003cp\u003e10.9 Expressive Outcomes 258\u003c\/p\u003e \u003cp\u003e10.10 Discussion 259\u003c\/p\u003e \u003cp\u003eReferences 260\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 “Outside” Competency 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1 Introduction 266\u003c\/p\u003e \u003cp\u003e11.2 Accidental Competencies 267\u003c\/p\u003e \u003cp\u003e11.3 Understanding Competence at Work 269\u003c\/p\u003e \u003cp\u003e11.4 Contextual Competence 270\u003c\/p\u003e \u003cp\u003e11.5 A Post-Technician Cooperative Apprenticeship 272\u003c\/p\u003e \u003cp\u003e11.6 Theories of Competence Development in Adult Life 275\u003c\/p\u003e \u003cp\u003e11.7 Discussion 278\u003c\/p\u003e \u003cp\u003eNotes 279\u003c\/p\u003e \u003cp\u003eReferences 280\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Assessment, Moral Purpose and Social Responsibility 283\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.1 Introduction 283\u003c\/p\u003e \u003cp\u003e12.2 Moral Purpose and the Power of Grading 284\u003c\/p\u003e \u003cp\u003e12.3 From Reliability to Validity: Toward a Philosophy of Engineering Education 284\u003c\/p\u003e \u003cp\u003e12.4 Screening the Aims of Engineering Education 285\u003c\/p\u003e \u003cp\u003e12.5 The Role of Educational Institutions in the Preparation for Industry (the Development of Professional Skills) 287\u003c\/p\u003e \u003cp\u003e12.6 The Role of Industry in Professional Development 289\u003c\/p\u003e \u003cp\u003e12.7 Assessment and the Curriculum 290\u003c\/p\u003e \u003cp\u003e12.8 Changing Patterns in the Workforce the Structure of Higher Education 291\u003c\/p\u003e \u003cp\u003e12.9 Lifelong Education and Credentialing 293\u003c\/p\u003e \u003cp\u003e12.10 Conclusion 295\u003c\/p\u003e \u003cp\u003eNotes 297\u003c\/p\u003e \u003cp\u003eReferences 298\u003c\/p\u003e \u003cp\u003e\u003cb\u003eA A Quick Guide to the Changing Terminology in the Area of “Assessment” 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA.1 Objectives and Outcomes 301\u003c\/p\u003e \u003cp\u003eA.2 Assessment and Evaluation 307\u003c\/p\u003e \u003cp\u003eReferences 308\u003c\/p\u003e \u003cp\u003e\u003cb\u003eB Extracts from the Syllabus and Notes for the Guidance of Schools for GCE Engineering Science (Advanced) 1972\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eJoint Matriculation Board Manchester 311\u003c\/p\u003e \u003cp\u003eB. 1 Extract 1 (pp. 2–6) 311\u003c\/p\u003e \u003cp\u003eB. 2 Extract 2 (p. 9) 317\u003c\/p\u003e \u003cp\u003eB. 3 Extract 3 (pp. 13–16) 318\u003c\/p\u003e \u003cp\u003eAuthor Index 325\u003c\/p\u003e \u003cp\u003eSubject Index 339 \u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Electronics \u0026amp; communications engineering [\u003ca title=\"See our other books on Electronics \u0026amp; communications engineering\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Electronics%20\u0026amp;%20communications%20engineering%20%5BTJ%5D%22\"\u003eTJ\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-IEEE Press","offers":[{"title":"Brand 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