期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2018
DOI：10.24908/pceea.v0i0.13000
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Cognitive Assessment Redesign (CAR) project is an institution-wide, network-based approach to the development of cognitive skills in undergraduate education. This project aims to encourage first and fourth-year instructors to align skill development through the design of course assessments, to enhance cognitive skill acquisition and provide a measurement of learning. The learning outcomes for the project are framed and operationalized using the language and dimensions from the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics. An assessment redesign network was created, matching assessment facilitators who have disciplinary and educational expertise with instructors to develop authentic assessments of student learning. One of the goals of the network is to encourage sustained participation and collaboration, and to build progression in teaching and learning throughout the institution. The project also includes a standardized test for comparison to course assessment outcomes. Testing at the fourth-year level has been dependent on the use of incentives for student participation. Although recruiting instructors from the faculty of Engineering and Applied Science was initially a challenge, course instructors have reported various successes stemming from participation in the project.
