The assessment of learning in engineering education : practice and policy / John Heywood.

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.