{"title":"化工教育中学生评价的发展趋势","authors":"Manoj Ravi","doi":"10.1016/j.ece.2023.09.003","DOIUrl":null,"url":null,"abstract":"<div><p>Alongside innovation in teaching practice, student assessment in chemical engineering has seen significant changes in the recent past. This article undertakes a systematic review of the recent advances that have been reported in assessment practice in chemical engineering education. The main trends that emerge are: a shift towards authentic assessment methods, an increase in emphasis on peer-assessment and other approaches for group-based assignments, and a greater use of digital tools for the delivery of authentic assessments and improvement of marking and feedback practice. The analysis also examines the diversity of assessment methods used across the different chemical engineering subjects and how these map against assessment frameworks reported in the wider pedagogical literature. The emerging strand of research on synoptic and interdisciplinary assessment is used to develop an assessment framework for producing chemical engineering graduates who are also socially responsible and competent global citizens.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"45 ","pages":"Pages 151-160"},"PeriodicalIF":3.5000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evolving trends in student assessment in chemical engineering education\",\"authors\":\"Manoj Ravi\",\"doi\":\"10.1016/j.ece.2023.09.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Alongside innovation in teaching practice, student assessment in chemical engineering has seen significant changes in the recent past. This article undertakes a systematic review of the recent advances that have been reported in assessment practice in chemical engineering education. The main trends that emerge are: a shift towards authentic assessment methods, an increase in emphasis on peer-assessment and other approaches for group-based assignments, and a greater use of digital tools for the delivery of authentic assessments and improvement of marking and feedback practice. The analysis also examines the diversity of assessment methods used across the different chemical engineering subjects and how these map against assessment frameworks reported in the wider pedagogical literature. The emerging strand of research on synoptic and interdisciplinary assessment is used to develop an assessment framework for producing chemical engineering graduates who are also socially responsible and competent global citizens.</p></div>\",\"PeriodicalId\":48509,\"journal\":{\"name\":\"Education for Chemical Engineers\",\"volume\":\"45 \",\"pages\":\"Pages 151-160\"},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education for Chemical Engineers\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1749772823000453\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education for Chemical Engineers","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1749772823000453","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Evolving trends in student assessment in chemical engineering education
Alongside innovation in teaching practice, student assessment in chemical engineering has seen significant changes in the recent past. This article undertakes a systematic review of the recent advances that have been reported in assessment practice in chemical engineering education. The main trends that emerge are: a shift towards authentic assessment methods, an increase in emphasis on peer-assessment and other approaches for group-based assignments, and a greater use of digital tools for the delivery of authentic assessments and improvement of marking and feedback practice. The analysis also examines the diversity of assessment methods used across the different chemical engineering subjects and how these map against assessment frameworks reported in the wider pedagogical literature. The emerging strand of research on synoptic and interdisciplinary assessment is used to develop an assessment framework for producing chemical engineering graduates who are also socially responsible and competent global citizens.
期刊介绍:
Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning