An overview of ICT-based assessment for engineering education

A well-designed assessment strategy can motivate students, and help teachers and institutions to support deep learning. In contrast, inappropriate forms of assessment may promote surface learning, and will therefore fail to support the true goals of education. Recent theories of learning stress the...

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Bibliographic Details
Published in:European journal of engineering education 2004-06, Vol.29 (2), p.241-250
Main Authors: Heap, Nick W., Kear, Karen L., Bissell, Chris C.
Format: Article
Language:English
Subjects:
Best Practices
Communities of Practice
Computer Assisted Testing
Education
Educational evaluation
Educational Objectives
Engineering
Engineering Education
Evaluation Methods
Evaluation Research
Feedback (Response)
Information technology
Learning Theories
Technology Uses in Education
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Summary:A well-designed assessment strategy can motivate students, and help teachers and institutions to support deep learning. In contrast, inappropriate forms of assessment may promote surface learning, and will therefore fail to support the true goals of education. Recent theories of learning stress the value of dialogue, negotiation and feedback. Learning is seen to take place within communities of practice, where members collaborate to construct an understanding of their field of study. Assessment within such communities can help provide the feedback and shared meanings essential to membership. Information and communication technologies (ICTs) can facilitate the best aspects of assessment. Possibilities range from simple web-based tests for practice and self-assessment, through facilitation and assessment of group work, to recent developments in semantic analysis for automatic marking. Drawing on the lessons of learning theories, this paper explores how ICTs can support best practice in assessment for engineering education.
ISSN:0304-3797
1469-5898
DOI:10.1080/0304379032000157204