Assessment of Learning in Engineering Education

John Heywood is a Professorial Fellow Emeritus of Trinity College Dublin, the University of Dublin. He was awarded the best research publication award of the Division for the Professions of the American Educational Research Association in 2006 for his book "Engineering Education: Research and Development in Curriculum and Instruction" published by Wiley/IEEE. He is co-author of Analysing Jobs– a study of engineers at work. His other publications include three books on Assessment in Higher Education. He is a Fellow of the American Society for Engineering Education and a Life Senior Member of the Institute of Electrical and Electronic Engineers.

• Preface xiiiAcknowledgments xv1 Prologue 11.1 General Introduction: The Functions of Assessment 11.2 Health Warning: Ambiguities in the Use of the Term “Assessment” 61.3 The Assessment of Persons for the Professions 81.4 The Engineering Profession 101.5 The Development of Higher and Engineering Education as Areas of Academic Study in the 1960s 121.6 Assumptions About Examinations: Reliability 121.7 Myths Surrounding Examinations 141.8 The Introduction of Coursework Assessment 171.9 Rethinking Validity 191.10 Wastage (Dropout): The Predictive Value of School Examinations for Satisfactory Performance in Higher Education 201.11 Factors Influencing Performance in College Courses 221.12 Assessment: Results and Accountability 251.13 Assessing the Learner 26Notes 27References 272 Assessment and the Preparation of Engineers for Work 352.1 Engineers at Work 362.2 An Alternative Approach to the Education and Training of Engineers for Industry 372.3 Toward an Alternative Curriculum for Engineering 422.4 Creativity in Engineering and Design 432.5 Furneaux’s Study of a University’s Examinations in First-Year Mechanical Engineering: The Argument for “Objectives” 482.6 Discussion 51Notes 53References 543 The Development of a Multiple-Objective (Strategy) Examination and Multidimensional Assessment and Evaluation 613.1 The Development of an Advanced Level Examination in Engineering Science (For 17/18-Year-Old High School Students): The Assessment of Achievement and Competency 623.2 Skills Involved in Writing Design Proposals and Practical Laboratory Work 723.3 A Balanced System of Assessment 743.4 Pictures of the Curriculum Process 753.5 Multidimensional Assessment and Evaluation: A Case Study 793.6 Discussion 83Notes 84References 854 Categorizing the Work Done by Engineers: Implications for Assessment and Training 894.1 Introduction 904.2 A Study of Engineers at Work in a Firm in the Aircraft Industry 914.3 The Application of The Taxonomy of Educational Objectives to the Task Analysis of Managers in a Steel Plant 964.4 The Significance of Interpersonal Competence 964.5 A Comparative Study of British and German Production Engineers (Managers) 1014.6 Engineering Knowledge 1034.7 Discussion 105Notes 105References 1075 Competency-Based Qualifications in the United Kingdom and United States and Other Developments 1115.1 The Development of Competency-Based Vocational Qualifications in the United Kingdom 1125.2 Outcomes Approaches in High Schools in the United Kingdom 1155.3 Standards in Schools in the United States 1165.4 Education for Capability: Capability vs. Competence 1175.5 Ability (Assessment)-Led Curricula: The Alverno College Model 1195.6 The Enterprise in Higher Education Initiative in the United Kingdom and the SCANS Report in the United States 1225.7 The College Outcome Measures Program 1255.8 Discussion 127Notes 130References 1306 The Impact of Accreditation 1336.1 ABET, European Higher Education Area (Bologna Process), and the Regulation of the Curriculum 1346.2 Taxonomies 1356.3 Outcomes-Based Engineering Education 1426.4 Mastery Learning and Personalized Systems of Instruction 1476.5 Discussion 152References 1527 Student Variability: The Individual the Organization, and Evaluation 1577.1 Introduction 1587.2 Learning and Teaching Styles 1617.3 Study Habits/Strategies 1637.4 Intellectual Development 1657.5 Critical Thinking 1687.6 The Assessment of Development 1727.7 The Reflective Practitioner 1747.8 Adaptive Expertise 1807.9 Discussion 181Notes 182References 1838 Emotional Intelligence, Peer and Self-Assessment, Journals and Portfolios, and Learning-How-to-Learn 1898.1 Introduction 1908.2 Emotional Intelligence 1918.3 Self- and Peer Assessment 1938.4 Learning Journals and Portfolios 2068.5 Learning-How-to-Learn 2098.6 Discussion 210Note 211References 2119 Experiential Learning, Interdisciplinarity, Projects, and Teamwork 2179.1 Introduction 2189.2 Project Work as a Vehicle for Integrated Learning and Interdisciplinarity 2199.3 Learning to Collaborate 2209.4 Constructive Controversy 2249.5 Communication Teamwork ,and Collegial Impediments to the Development of Good Engineering Practice 2259.6 The Demand for Skill in Innovation: Can It Be Taught? 2279.7 Creativity Teamwork and Reflective Practice (See Also Section 2.4) 2289.8 Can Teamwork Be Taught? 2299.9 Discussion 235References 23610 Competencies 24110.1 Introduction 24210.2 The Iowa Studies (ISU) 24410.3 The Outcomes Approach in Australia Europe, and Elsewhere 24610.4 The CDIO Initiative 24710.5 A Standards-Based Approach to the Curriculum 24810.6 Recent European Studies 25210.7 Impact of Subjects (Courses) on Person-Centered Interventions 25510.8 The Potential for Comparative Studies: Choosing Competencies 25610.9 Expressive Outcomes 25810.10 Discussion 259References 26011 “Outside” Competency 26511.1 Introduction 26611.2 Accidental Competencies 26711.3 Understanding Competence at Work 26911.4 Contextual Competence 27011.5 A Post-Technician Cooperative Apprenticeship 27211.6 Theories of Competence Development in Adult Life 27511.7 Discussion 278Notes 279References 28012 Assessment, Moral Purpose and Social Responsibility 28312.1 Introduction 28312.2 Moral Purpose and the Power of Grading 28412.3 From Reliability to Validity: Toward a Philosophy of Engineering Education 28412.4 Screening the Aims of Engineering Education 28512.5 The Role of Educational Institutions in the Preparation for Industry (the Development of Professional Skills) 28712.6 The Role of Industry in Professional Development 28912.7 Assessment and the Curriculum 29012.8 Changing Patterns in the Workforce the Structure of Higher Education 29112.9 Lifelong Education and Credentialing 29312.10 Conclusion 295Notes 297References 298A A Quick Guide to the Changing Terminology in the Area of “Assessment” 301A.1 Objectives and Outcomes 301A.2 Assessment and Evaluation 307References 308B Extracts from the Syllabus and Notes for the Guidance of Schools for GCE Engineering Science (Advanced) 1972Joint Matriculation Board Manchester 311B. 1 Extract 1 (pp. 2–6) 311B. 2 Extract 2 (p. 9) 317B. 3 Extract 3 (pp. 13–16) 318Author Index 325Subject Index 339