Explores how we judge engineering education in order to effectively redesign courses and programs that will prepare new engineers for various professional and academic careers Shows how present approaches to assessment were shaped and what the future holds Analyzes the validity of teaching and judging engineering education Shows the integral role that assessment plays in curriculum design and implementation Examines the sociotechnical system’s impact on engineering curricula

Table of Contents:
Preface xiii Acknowledgments xv 1 Prologue 1 1.1 General Introduction: The Functions of Assessment 1 1.2 Health Warning: Ambiguities in the Use of the Term “Assessment” 6 1.3 The Assessment of Persons for the Professions 8 1.4 The Engineering Profession 10 1.5 The Development of Higher and Engineering Education as Areas of Academic Study in the 1960s 12 1.6 Assumptions About Examinations: Reliability 12 1.7 Myths Surrounding Examinations 14 1.8 The Introduction of Coursework Assessment 17 1.9 Rethinking Validity 19 1.10 Wastage (Dropout): The Predictive Value of School Examinations for Satisfactory Performance in Higher Education 20 1.11 Factors Influencing Performance in College Courses 22 1.12 Assessment: Results and Accountability 25 1.13 Assessing the Learner 26 Notes 27 References 27 2 Assessment and the Preparation of Engineers for Work 35 2.1 Engineers at Work 36 2.2 An Alternative Approach to the Education and Training of Engineers for Industry 37 2.3 Toward an Alternative Curriculum for Engineering 42 2.4 Creativity in Engineering and Design 43 2.5 Furneaux’s Study of a University’s Examinations in First-Year Mechanical Engineering: The Argument for “Objectives” 48 2.6 Discussion 51 Notes 53 References 54 3 The Development of a Multiple-Objective (Strategy) Examination and Multidimensional Assessment and Evaluation 61 3.1 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 3.2 Skills Involved in Writing Design Proposals and Practical Laboratory Work 72 3.3 A Balanced System of Assessment 74 3.4 Pictures of the Curriculum Process 75 3.5 Multidimensional Assessment and Evaluation: A Case Study 79 3.6 Discussion 83 Notes 84 References 85 4 Categorizing the Work Done by Engineers: Implications for Assessment and Training 89 4.1 Introduction 90 4.2 A Study of Engineers at Work in a Firm in the Aircraft Industry 91 4.3 The Application of The Taxonomy of Educational Objectives to the Task Analysis of Managers in a Steel Plant 96 4.4 The Significance of Interpersonal Competence 96 4.5 A Comparative Study of British and German Production Engineers (Managers) 101 4.6 Engineering Knowledge 103 4.7 Discussion 105 Notes 105 References 107 5 Competency-Based Qualifications in the United Kingdom and United States and Other Developments 111 5.1 The Development of Competency-Based Vocational Qualifications in the United Kingdom 112 5.2 Outcomes Approaches in High Schools in the United Kingdom 115 5.3 Standards in Schools in the United States 116 5.4 Education for Capability: Capability vs. Competence 117 5.5 Ability (Assessment)-Led Curricula: The Alverno College Model 119 5.6 The Enterprise in Higher Education Initiative in the United Kingdom and the SCANS Report in the United States 122 5.7 The College Outcome Measures Program 125 5.8 Discussion 127 Notes 130 References 130 6 The Impact of Accreditation 133 6.1 ABET, European Higher Education Area (Bologna Process), and the Regulation of the Curriculum 134 6.2 Taxonomies 135 6.3 Outcomes-Based Engineering Education 142 6.4 Mastery Learning and Personalized Systems of Instruction 147 6.5 Discussion 152 References 152 7 Student Variability: The Individual the Organization, and Evaluation 157 7.1 Introduction 158 7.2 Learning and Teaching Styles 161 7.3 Study Habits/Strategies 163 7.4 Intellectual Development 165 7.5 Critical Thinking 168 7.6 The Assessment of Development 172 7.7 The Reflective Practitioner 174 7.8 Adaptive Expertise 180 7.9 Discussion 181 Notes 182 References 183 8 Emotional Intelligence, Peer and Self-Assessment, Journals and Portfolios, and Learning-How-to-Learn 189 8.1 Introduction 190 8.2 Emotional Intelligence 191 8.3 Self- and Peer Assessment 193 8.4 Learning Journals and Portfolios 206 8.5 Learning-How-to-Learn 209 8.6 Discussion 210 Note 211 References 211 9 Experiential Learning, Interdisciplinarity, Projects, and Teamwork 217 9.1 Introduction 218 9.2 Project Work as a Vehicle for Integrated Learning and Interdisciplinarity 219 9.3 Learning to Collaborate 220 9.4 Constructive Controversy 224 9.5 Communication Teamwork ,and Collegial Impediments to the Development of Good Engineering Practice 225 9.6 The Demand for Skill in Innovation: Can It Be Taught? 227 9.7 Creativity Teamwork and Reflective Practice (See Also Section 2.4) 228 9.8 Can Teamwork Be Taught? 229 9.9 Discussion 235 References 236 10 Competencies 241 10.1 Introduction 242 10.2 The Iowa Studies (ISU) 244 10.3 The Outcomes Approach in Australia Europe, and Elsewhere 246 10.4 The CDIO Initiative 247 10.5 A Standards-Based Approach to the Curriculum 248 10.6 Recent European Studies 252 10.7 Impact of Subjects (Courses) on Person-Centered Interventions 255 10.8 The Potential for Comparative Studies: Choosing Competencies 256 10.9 Expressive Outcomes 258 10.10 Discussion 259 References 260 11 “Outside” Competency 265 11.1 Introduction 266 11.2 Accidental Competencies 267 11.3 Understanding Competence at Work 269 11.4 Contextual Competence 270 11.5 A Post-Technician Cooperative Apprenticeship 272 11.6 Theories of Competence Development in Adult Life 275 11.7 Discussion 278 Notes 279 References 280 12 Assessment, Moral Purpose and Social Responsibility 283 12.1 Introduction 283 12.2 Moral Purpose and the Power of Grading 284 12.3 From Reliability to Validity: Toward a Philosophy of Engineering Education 284 12.4 Screening the Aims of Engineering Education 285 12.5 The Role of Educational Institutions in the Preparation for Industry (the Development of Professional Skills) 287 12.6 The Role of Industry in Professional Development 289 12.7 Assessment and the Curriculum 290 12.8 Changing Patterns in the Workforce the Structure of Higher Education 291 12.9 Lifelong Education and Credentialing 293 12.10 Conclusion 295 Notes 297 References 298 A A Quick Guide to the Changing Terminology in the Area of “Assessment” 301 A.1 Objectives and Outcomes 301 A.2 Assessment and Evaluation 307 References 308 B Extracts from the Syllabus and Notes for the Guidance of Schools for GCE Engineering Science (Advanced) 1972 Joint Matriculation Board Manchester 311 B. 1 Extract 1 (pp. 2–6) 311 B. 2 Extract 2 (p. 9) 317 B. 3 Extract 3 (pp. 13–16) 318 Author Index 325 Subject Index 339