Continuous Engineering Course Improvement through Synergistic use of Multiple Assessment Brumm, Thomas Steward, Brian Steward, Brian Mickelson, Steven Brumm, Thomas Mickelson, Steven
dc.contributor.department Agricultural and Biosystems Engineering 2018-02-13T03:23:42.000 2020-06-29T22:36:52Z 2020-06-29T22:36:52Z Sat Jan 01 00:00:00 UTC 2005 2012-11-27 2005-01-01
dc.description.abstract <p>During two terms of a fluid power engineering course, four formative and summative course assessments, weekly e-mail feedback journals, midterm e-surveys, focus groups, and departmental student evaluation of instruction (SEI) forms, were used to assess student perceptions of their learning and the instruction methods used. The weekly e-mail feedback journals and midterm e-surveys enabled several course adjustments during each course term. Focus groups were used to explore students' perceptions of both the course and the formative assessments. The SEI provided quantitative measures of student satisfaction that correlated with the focus group discussions. Using multiple formative and summative course assessments techniques had a synergistic effect on gaining insights into the teaching-learning process.</p>
dc.description.comments <p>This article is from <a href="" target="_blank"><em>International Journal of Engineering Education</em></a>, 21, no. 2 (2005): 277–287. Used by permission.</p>
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dc.identifier.articleid 1011
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dc.subject.disciplines Agriculture
dc.subject.disciplines Bioresource and Agricultural Engineering
dc.subject.disciplines Engineering Education
dc.title Continuous Engineering Course Improvement through Synergistic use of Multiple Assessment
dc.type article
dc.type.genre article
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