000			04264nam a2200457 i 4500
001			19544839
003			CSPC
005			20260902011611.0
008			260824s2016 nju f b 001 0 eng d
010			_a 2016499191
020			_a9781119175513 _q(pbk.)
024	8		_a99976823518
035			_a19544839
035			_a(OCoLC)950248963
040			_aCDX _beng _cCDX _erda _dOCLCO _dVLB _dYDXCP _dOCLCF _dBTCTA _dBDX _dYDX _dOCLCQ _dTXA _dOCLCA _dPAU _dGUA _dDLC _dCSPC
042			_alccopycat
050	0	0	_aT65.3 _b.H498 2016
082	0	4	_223 _a620.00711 _bH519a
100	1		_aHeywood, John, _d1930- _eauthor.
245	1	4	_aThe assessment of learning in engineering education : _bpractice and policy / _cJohn Heywood.
264		1	_aHoboken, New Jersey : _bWiley-IEEE Press, _c2016.
300			_axvi, 347 pages : _billustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aPrologue -- 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.
520			_a"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"-- _cProvided by publisher.
650		0	_aEngineering _xStudy and teaching _xEvaluation.
650		0	_aCurriculum-based assessment.
650		0	_aCompetency-based education.
650		7	_aCompetency-based education. _2fast _0(OCoLC)fst00871437
650		7	_aCurriculum-based assessment. _2fast _0(OCoLC)fst00885404
650		7	_aEngineering _xStudy and teaching _xEvaluation. _2fast _0(OCoLC)fst00910421
710	2		_aInstitute of Electrical and Electronics Engineers.
906			_a7 _bcbc _ccopycat _d2 _encip _f20 _gy-gencatlg
942			_2ddc _cBK _e23 _h620.00711 _iH519a _kGRD _m2016 _n0
999			_c33049 _d33049