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Assessment Tracking Protocols And Design Documents As Monitoring Tools For Assessment And Evaluation Of Teaching Innovations In Bioengineering

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Assessment Issues

Page Count

7

Page Numbers

8.248.1 - 8.248.7

Permanent URL

https://peer.asee.org/11696

Download Count

37

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Paper Authors

author page

Reuben Fan

author page

Sean Brophy

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3230

Assessment Tracking Protocols and Design Documents as Monitoring Tools for Assessment and Evaluation of Teaching Innovations in Bioengineering

Reuben H. Fan, Betty Stricker, Sean Brophy, Ph.D. Department of Biomedical Engineering / The Office of Innovation through Technology Vanderbilt University, Nashville, TN 37235

Abstract

This project aims at developing methods to track the assessment and evaluation of educational practices that incorporate learning sciences and technology with bioengineering. Preliminary studies with courseware innovations have returned positive preliminary findings revealing increased student involvement and accomplishment. Also, controlled evaluation studies are being conducted in bioengineering classrooms over a series of semesters and across institutions. However, detailed monitoring is needed to archive these efforts. To address this issue, assessment tracking protocols and design documents have been developed to capture and archive the necessary information that assesses and evaluates the classroom innovations employed by an instructor. This project is part of a larger university project known as the Faculty Innovations Profile Project that hopes to use such innovations to the benefit of a wider audience.

Introduction

The wealth of knowledge now available at a person’s fingertips necessitates that education is brought beyond plain memorization. A higher demand is being made on our graduates to adapt to new situations. Students must be able to critically analyze facts and figures and understand their conceptual basis, make sound judgments on a plethora of information, and have the confidence to create informed decisions and opinions. Therefore, our models of instruction and assessment must be increased to meet these demands. This work is part of a large cross-institutional project aimed at designing and researching innovative methods for teaching biomedical engineering students on college campuses. One of the goals of this project is to evaluate the effectiveness our instructional methods and to demonstrate the reuse of the learning materials we are designing. Therefore, we are conducting both control and replication studies to verify our achieving our goals. Achieving this research agenda requires a rigorous tracking protocol. This paper presents the process being developed to systematically document and track the various assessments and evaluations methods used to capture data related to the projects’ research goals. We start by presenting a rational for the need of a rigorous methodology and a description of the system we are designing to support the process.

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

Fan, R., & Brophy, S. (2003, June), Assessment Tracking Protocols And Design Documents As Monitoring Tools For Assessment And Evaluation Of Teaching Innovations In Bioengineering Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11696

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