Embedded formative assessment in the undergraduate engineering classroom

This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the pra...

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Bibliographic Details
Published in2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) pp. 457 - 461
Main Authors Kowalski, Frank V., Kowalski, Susan E.
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.12.2014
Subjects
clickers
Conferences
Engineering education
formative assessment
InkSurvey
Monitoring
open format questions
Presses
Real-time systems
technology-facilitated formative assessment
Writing
Online AccessGet full text
DOI10.1109/TALE.2014.7062618

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Summary:This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the practice more widespread. We discuss some of the reasons why this practice may not have yet reached its full potential in undergraduate engineering classrooms, as well as some available solutions.
DOI:10.1109/TALE.2014.7062618