Resumen de A comprehensive system for student and program assessment: lessons learned
Susan Dabney Creighton, Robert L. Johnson, James S. Penny, Edward Ernst
Recent initiatives by the National Science Foundation (NSF) and Accreditation Board forEngineering and Technology (ABET) have promoted changes in classroom practices to moveinstruction from a traditional lecture to structured activities that require students to use theknowledge, skills, and abilities required by engineers in the workplace. For instructors to makevalid inferences about whether students have mastered these work-related skills, assessments mustbe aligned with these new curricular emphases. Performance-based assessments offer a more directmethod of assessing student outcomes identified in the ABET criteria. Such a shift in instructionaland assessment practices in the classroom requires a concomitant shift in the evaluation of theeffectiveness of such engineering programs. This article summarizes lessons learned by the authorsin two disciplines, engineering and educational research, in the implementation of an assessmentsystem and the use of performance-based assessments to evaluate student and program outcomes.
