Student progression in technological capability and understanding: a conceptual model for assessment

Author

Field, Dennis W. ; Freeman, Steven A. ; Dyrenfurth, Michael J.

Author_Institution

Dept. of Ind. Educ. & Technol., Iowa State Univ., Ames, IA, USA

Volume

1

fYear

2000

fDate

6/22/1905 12:00:00 AM

Abstract

Summary form only given. An overview is presented of the design criteria used to guide conceptualization of a comprehensive assessment system. This system documents students´ development of industrial technology and related skills/capabilities, affective outcomes and knowledge base. Design considerations that address departmental, university, and the degree candidates´ needs are offered. Certifications of competence, longitudinal program performance documentation, and evolution of higher skill levels are all key aspects of the design. Constraints shaping the design are student test-taking time, grading time, conceptualization of target outcomes, and complexity of the subject matter

Keywords

certification; computer science education; engineering education; human factors; industries; teaching; affective outcomes; comprehensive assessment system; conceptual model; degree candidate needs; design criteria; grading time; higher skill levels; industrial technology development; knowledge base; longitudinal program performance documentation; student progression; student test-taking time; subject matter; target outcomes; technological capability; Acceleration; Accreditation; Certification; Documentation; Educational technology; Engineering profession; Instruments; Portfolios; Refining; Testing;

fLanguage

English

Publisher

ieee

Conference_Titel

Frontiers in Education Conference, 2000. FIE 2000. 30th Annual

ISSN

0190-5848

Print_ISBN

0-7803-6424-4

Type

conf

DOI

10.1109/FIE.2000.897670

Filename

897670