The Use of Student Portfolios in Engineering Instruction
The Use of Student Portfolios in Engineering Instruction
复制标题
学生档案在工程教学中的使用
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
M. Lima
中科院分区：
文献类型：
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作者：
A. Christy;M. Lima
学生档案袋被列为“工程标准2000”基本等级认证标准下的一种可能的评估手段。在工程教学中启动学生档案袋的努力在文献中已经有零星的报道，但关于工程学中学生档案袋的正式研究还没有提出。我们将学生档案袋分配给学习生物工程核心课程的一年级和大四学生，这些课程包含一个重要的设计部分，并基于毕业调查、课程评估和教师反思来评估他们的有效性。档案袋被用来启动以学生为中心的学习，并解决教唆提出的评估问题。结果显示，78%的大四学生和80%的大一学生认为学生档案袋的使用有助于他们的学习。在新生中，被Myers-Briggs Type Indicator认定为感觉型的学生中，69%的人认为文件夹有用，而87%的直觉型学生认为它们有用。本文详细介绍了使用档案袋的方法，给出了应用档案袋方法的结果，并讨论了影响和建议。
Student portfolios are listed as a possible means of assessment under the basic level accreditation criteria for ABET “Engineering Criteria 2000.” Efforts to initiate student portfolios in engineering instruction have been reported anecdotally in the literature, but a formal study on student portfolios in engineering has not been presented. We assigned student portfolios to freshmen and seniors taking biological engineering core courses containing a significant design component, and evaluated their effectiveness based on exit surveys, course evaluations, and instructor reflection. Portfolios were used to initiate student‐centered learning, and to address the assessment issues raised by ABET. Results showed that 78% of seniors and 80% of freshmen believed that the use of student portfolios enhanced their learning. Among the freshmen, 69% of those students who were identified as sensing types by the Myers‐Briggs Type Indicator found portfolios useful, while 87% of the intuitive types found them useful. In this paper, the methodologies for using portfolios are detailed, the results of applying the portfolio method are presented, and implications and recommendations are discussed.