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Conference Paper: Assessing students’ development of program outcomes in an associate degree engineering curriculum: a longitudinal observation

TitleAssessing students’ development of program outcomes in an associate degree engineering curriculum: a longitudinal observation
Authors
KeywordsAssessment
Associate degree
Learning outcomes
Perceived competences
Assessment
Issue Date2012
PublisherIEEE. The Journal's web site is located at http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=6337030
Citation
The IEEE International Conference on Teaching, Assessment, and Learning for Engineering, (TALE 2012), Hong Kong, 20-23 August 2012. In Proceedings of TALE, 2012, p. W1A17-W1A20 How to Cite?
AbstractStudents' progress and development in an engineering program is often left unexamined when much of the attention is placed on benchmarking students' performance against absolute standards. This study aims at tracking students' development on program learning outcomes across a two-year associate degree engineering curriculum. Nine Likert-scale items were designed to measure students' perception of development on two clusters of program learning outcomes, namely 'Knowledge and Understanding of Engineering' and 'Awareness of Professional Ethics.' A total of 94 students in the associate degree engineering program filled in the questionnaire at first joining and graduating from the program. It was hypothesized that students perceived themselves to have developed in the two clusters of learning outcomes across the two-year study. Reliability tests suggest that the designed items are reliable measure of the two clusters of learning outcomes. Repeated measure MANOVA suggests that students perceive themselves to have some longitudinal gain in various program learning outcomes. Results support the value-addedness of program on students' academic development. Implication of self-reported measurement on curriculum design and revision will be discussed. © 2012 IEEE.
DescriptionSession W1A
Persistent Identifierhttp://hdl.handle.net/10722/160462
ISBN

 

DC FieldValueLanguage
dc.contributor.authorLee, WSWen_US
dc.contributor.authorLo, KCH-
dc.contributor.authorChan, VCW-
dc.date.accessioned2012-08-16T06:11:44Z-
dc.date.available2012-08-16T06:11:44Z-
dc.date.issued2012en_US
dc.identifier.citationThe IEEE International Conference on Teaching, Assessment, and Learning for Engineering, (TALE 2012), Hong Kong, 20-23 August 2012. In Proceedings of TALE, 2012, p. W1A17-W1A20en_US
dc.identifier.isbn978-1-4673-2418-2-
dc.identifier.urihttp://hdl.handle.net/10722/160462-
dc.descriptionSession W1A-
dc.description.abstractStudents' progress and development in an engineering program is often left unexamined when much of the attention is placed on benchmarking students' performance against absolute standards. This study aims at tracking students' development on program learning outcomes across a two-year associate degree engineering curriculum. Nine Likert-scale items were designed to measure students' perception of development on two clusters of program learning outcomes, namely 'Knowledge and Understanding of Engineering' and 'Awareness of Professional Ethics.' A total of 94 students in the associate degree engineering program filled in the questionnaire at first joining and graduating from the program. It was hypothesized that students perceived themselves to have developed in the two clusters of learning outcomes across the two-year study. Reliability tests suggest that the designed items are reliable measure of the two clusters of learning outcomes. Repeated measure MANOVA suggests that students perceive themselves to have some longitudinal gain in various program learning outcomes. Results support the value-addedness of program on students' academic development. Implication of self-reported measurement on curriculum design and revision will be discussed. © 2012 IEEE.-
dc.languageengen_US
dc.publisherIEEE. The Journal's web site is located at http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=6337030-
dc.relation.ispartofIEEE International Conference on Teaching, Assessment and Learning for Engineering Proceedingsen_US
dc.rightsIEEE International Conference on Teaching, Assessment and Learning for Engineering Proceedings. Copyright © IEEE.-
dc.rights©2012 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAssessment-
dc.subjectAssociate degree-
dc.subjectLearning outcomes-
dc.subjectPerceived competences-
dc.subjectAssessment-
dc.titleAssessing students’ development of program outcomes in an associate degree engineering curriculum: a longitudinal observationen_US
dc.typeConference_Paperen_US
dc.identifier.emailLee, WSW: wincylee@hku.hken_US
dc.identifier.emailLo, KCH: ccchlo@hkcc-polyu.edu.hk-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1109/TALE.2012.6360398-
dc.identifier.scopuseid_2-s2.0-84871488275-
dc.identifier.hkuros202925en_US
dc.identifier.spageW1A17-
dc.identifier.epageW1A20-
dc.publisher.placeUnited States-
dc.description.otherThe IEEE International Conference on Teaching, Assessment, and Learning for Engineering, (TALE 2012), Hong Kong, 20-23 August 2012. In Proceedings of TALE, 2012, p. W1A17-W1A20-

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