An online team-based practical exam in lieu of final reports for a design course.
An online team-based practical exam in lieu of final reports for a design course.
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DOI：
10.1007/s43683-020-00030-z
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发表时间：
2021-01
期刊：
影响因子：
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通讯作者：
Guilford WH
中科院分区：
文献类型：
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作者：
Guilford WH
有一个轶事表明，大学课程突然过渡到完全在线教学，对工程设计课程来说尤其困难。设计课程已经发展到基于团队的活动，动手建设和测试，以及制造设备和其他设施的可用性。随着疫情的到来，教师们寻求有意义的在线机会，在BME设计课程中与学生互动，让学生作为团队一起工作，并提供公平和有意义的评估。我们在这里讨论团队设计课程中的总结性评估，并建议在许多情况下，在线实践考试可以成为最终设计论文或综合性期末考试的首选选择，无论是在线授课还是亲自授课。事实上，有证据表明，在几个选项的评估-选择的反应，延长书面答复，性能评估，和直接沟通9-实践考试（一种形式的性能评估）是更好的措施，学生的学习比书面报告3-一个共同的主食工程设计评估。评估中最重要和最具挑战性的因素是将评估方法与预期目标相匹配。9对于一个目标是灌输参与临床设备工程设计过程所需的动手技能的课程来说，性能评估似乎是一个明确的选择。据我们所知，没有关于在远程或在线学习中使用实践考试的报告，也很少有关于生物医学工程课程实践考试的报告。6
Anecdote suggests that the abrupt transition of university courses to wholly online instruction was especially difficult for engineering design courses. Design courses have evolved toward team-based activities, hands-on building and testing, and the availability of fabrication equipment and other facilities. As the pandemic set in, instructors sought meaningful online opportunities to interact with students in their BME design courses, for students to work together as teams, and means for providing fair and meaningful assessments.We here address summative assessment in a teambased design course and suggest that an online practical exam can in many cases be a preferable alternative to final design papers or comprehensive final exams, regardless of whether the class is delivered online or inperson. Indeed, there is evidence that among the several options for assessment—selected response, extended written response, performance assessments, and direct communication 9—practical exams (a form of performance assessment) are better measures of student learning than are written reports 3—a common staple of engineering design assessment. The most important and challenging factor in assessment is to match the assessment method to the intended goal. 9 Performance assessment seems to be a clear choice for a class whose goal is to instill the hands-on skills needed to engage in the engineering design process for clinical devices. We are aware of no reports on the use of practical exams during remote or online learning, and few reports of practical exams in biomedical engineering courses. 6