04264nam a2200457 i 4500 19544839 CSPC 20260902011611.0 260824s2016 nju f b 001 0 eng d 2016499191 9781119175513 (pbk.) 99976823518 19544839 (OCoLC)950248963 CDX eng CDX rda OCLCO VLB YDXCP OCLCF BTCTA BDX YDX OCLCQ TXA OCLCA PAU GUA DLC CSPC lccopycat T65.3 .H498 2016 23 620.00711 H519a Heywood, John, 1930- author. The assessment of learning in engineering education : practice and policy / John Heywood. Hoboken, New Jersey : Wiley-IEEE Press, 2016. xvi, 347 pages : illustrations ; 24 cm. text txt rdacontent unmediated n rdamedia volume nc rdacarrier Includes bibliographical references and index. Prologue -- Assessment and the preparation of engineers for work -- The development of multiple-objective (strategy) examination and multidimensional assessment and evaluation -- Categorizing the work done by engineers: implications for assessment and training -- Competency-based qualifications in the United Kingdom and United States and other developments -- The impact of accreditation -- Student variability: the individual, the organization, and evaluation -- Emotional intelligence, peer and self-assessment, journals and portfolios, and learning-how-to-learn -- Experiential learning, interdisciplinarity, projects, and teamwork -- Competencies -- "Outside" competency -- Assessment, moral purpose, and social responsibility -- A. A quick guide to the changing terminology in the area of "assessment" -- B. Extracts from the syllabus and notes for the guidance of schools for GCE engineering science (advanced) 1972 joint matriculation board, Manchester. "This book considers the functions of assessment and its measurement in engineering education. Chapters two through three discuss efforts toward alternative curriculum in engineering and advanced level exams for university entry in engineering science. Chapter four reviews investigations of what engineers do at work and their implications assessment. Chapter five records the development of competency based assessment and considers its implications for the engineering curriculum. Chapter six discusses the impact of the accrediting authorities on assessment, outcomes based assessment, taxonomies and assessment in mastery and personalized systems of instruction. Chapters seven through eight consider student variability (e.g. intellectual development, emotional intelligence) and reflective practice. Questions are raised about the assessment of communication, creativity, innovation, teamwork, and the role of projects in integrated learning in chapter nine. Chapter ten though eleven focus on the implementation of outcomes based assessment, and the implications of two theories of competence for the design of the curriculum and its assessment. The book concludes by discussing assessment, moral purpose and social responsibility in the light of changes in the workforce, the role of educational institutions in preparation for industry, the need for lifelong education, and new approaches to assessment, and credentialing"-- Provided by publisher. Engineering Study and teaching Evaluation. Curriculum-based assessment. Competency-based education. Competency-based education. fast (OCoLC)fst00871437 Curriculum-based assessment. fast (OCoLC)fst00885404 Engineering Study and teaching Evaluation. fast (OCoLC)fst00910421 Institute of Electrical and Electronics Engineers. 7 cbc copycat 2 ncip 20 y-gencatlg ddc BK 23 620.00711 H519a GRD 2016 0 0 0 ddc 0 0 CSPC CSPC GRD 2026-09-01 0 GRD 620.00711 H519a 2016 032340 2026-08-24 10:34:51 1-1 2026-09-01 BK 33049 33049