An Online Team-Based Practical Exam in Lieu of Final Reports for a Design Course
Tóm tắt
Từ khóa
Tài liệu tham khảo
Cassady JC, Gridley BE. The effects of online formative and summative assessment on test anxiety and performance. J. Technol. Learn. Assess. 2005;4(1):1.
Folkestad JE, De Miranda MA. Impact of screen-capture based instruction on student comprehension of computer aided design (CAD) software principles. J. Ind. Technol. 2002;18(1):1–7.
Greco EC, Reasoner JD, Bullock D, Castillo C, Buford P, Richards G. Efficacy of a final lab practicum and lab reports for assessment in a fundamentals electric circuits laboratory. 2010.
Guilford WH. Creativity activities in a design course fail to elicit gains in creativity over and above those elicited by the design course itself. In: Proceedings of the 2019 ASEE Annual Conference and Exposition [Internet]. 2019. Available from: https://www.asee.org/public/conferences/140/papers/26019/view.
Guilford WH. A Skills-focused approach to teaching design fundamentals to large numbers of students and its effect on engineering design self-efficacy. In: Proceedings of the 2017 ASEE Annual Conference and Exposition. 2017. Available from: https://peer.asee.org/a-skills-focused-approach-to-teaching-design-fundamentals-to-large-numbers-of-students-and-itseffect-on-engineering-design-self-efficacy.
Maarek J-MI. Objective structured exam for biomedical electronics. Los Angeles: University of Southern California; 2000. p. 5.472.1–5.472.7.
Rozeiu AM. Practical exam for a multisectioned engineering chemistry laboratory. J. Chem. Educ. 1969;46(2):120. https://doi.org/10.1021/ed046p120.
Schmidt LC. Engineering teams: individual or group sport? Int. J. Eng. Educ. 2006;22(3):659–64.
Stiggins R, Chappuis J. Using student-involved classroom assessment to close achievement gaps. Theory Pract. 2005;44(1):11–8. https://doi.org/10.1207/s15430421tip4401_3.