Improving Learning in First‐Year Engineering Courses through Interdisciplinary Collaborative Assessment
Improving Learning in First‐Year Engineering Courses through Interdisciplinary Collaborative Assessment
复制标题
通过跨学科协作评估改善一年级工程课程的学习
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
M. Dixon
中科院分区：
文献类型：
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作者：
D. Qualters;T. Sheahan;E. Mason;David S. Navick;M. Dixon
本文描述了一个使用掌握考试评估一年级工程专业学生学习情况的反馈过程。结果用于改善一年级课程的学习和教学。为了设计初始考试，每个主办部门（化学、数学、物理和计算机科学）的教师确定了基本知识和概念。 2004年，对191名工程二年级学生进行了45题考试，2005年9月，对下一届工程二年级学生进行了修订后的考试。使用项目反应理论（IRT）对考试进行分析，以确定学生在每个测试科目领域的能力。在考试管理期间，四个部门的讲师小组举办了研讨会，展示考试结果并讨论教学问题。该考试提供了一种学习评估机制，可用于让科学、数学和工程领域的教师参与富有成效的联系，以不断改进课程。
This paper describes a feedback process that assessed first‐year engineering student learning using a mastery exam. The results were used to improve learning and teaching in first‐year courses. To design the initial exam, basic knowledge and concepts were identified by instructors from each of the host departments (Chemistry, Math, Physics and Computer Science). In 2004, the 45‐item exam was administered to 191 second‐year engineering students, and in September 2005, the revised exam was administered to the next class of second‐year engineering students. The exam was analyzed using Item Response Theory (IRT) to determine student abilities in each subject area tested. Between exam administrations, workshops were conducted with the four department instructor groups to present exam results and discuss teaching issues. The exam provided a learning assessment mechanism that can be used to engage faculty in science, mathematics, and engineering in productive linkages for continual improvement to curriculum.