June 26, 2011
June 26, 2011
June 29, 2011
22.254.1 - 22.254.16
Assessment of Engineering Technology Education using a Learning Paradigm Approach Mysore Narayanan, Miami University, OhioAssessment helps us understand which students learn best under what conditions.According to guidelines proposed by the American Association for Higher Education(AAHE Assessment Forum, 1992), Assessment requires attention to outcomes but alsoand equally to the experiences that lead to those outcomes. The important aspect here isto move away from a teaching paradigm to learning paradigm. Clifford O. Young, Sr.,& Laura Howzell Young of California State University, San Bernardino argue that a newparadigm for assessment, a learning paradigm, must be constructed to measure thesuccess of new kinds of educational practices. In this presentation, the author tries toprovide some guidelines that pertain to assessment data gathering.1. The participants should be capable of selecting an assessment plan best suited for theirdiscipline.2. The participants should be developing a set of rubrics that can be effectively utilized inadministering their assessment procedures.3. The participants should finally generate a set of graphs that provide them withappropriate feedback pertaining to student learning capabilities.
Narayanan, M. (2011, June), Assessment of Engineering Technology Education using a Learning Paradigm Approach Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17535
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