Assessing professional skills in engineering education
This paper addresses the issue of developing and assessing professional skills in higher education programs. This includes defining and assessing these skills, in the contexts of an individual course unit and for an entire degree program. Identifying forms of assessment that are seen as authentic, m...
| Main Authors: | , , , |
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| Other Authors: | |
| Format: | Conference Paper |
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Australian Computer Society
2011
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/6504 |
| _version_ | 1848745093980225536 |
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| author | Cajander, Å. Daniels, M. McDermott, R. Von Konsky, Brian |
| author2 | John Hamer |
| author_facet | John Hamer Cajander, Å. Daniels, M. McDermott, R. Von Konsky, Brian |
| author_sort | Cajander, Å. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This paper addresses the issue of developing and assessing professional skills in higher education programs. This includes defining and assessing these skills, in the contexts of an individual course unit and for an entire degree program. Identifying forms of assessment that are seen as authentic, meaningful and understandable by the students, teaching staff and curriculum developers are of utmost importance if professional skills are to be accepted and included in the formal curriculum. This can be particularly important in programs that aim to offer students a truly collaborative learning experience in a culturally diverse team. Reflections are presented as one example of an assessment method that fits this requirement. Building assessment based on the notion of threshold concepts is introduced in the context of an open ended group project course unit at Uppsala University. |
| first_indexed | 2025-11-14T06:11:53Z |
| format | Conference Paper |
| id | curtin-20.500.11937-6504 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:11:53Z |
| publishDate | 2011 |
| publisher | Australian Computer Society |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-65042023-01-18T08:46:47Z Assessing professional skills in engineering education Cajander, Å. Daniels, M. McDermott, R. Von Konsky, Brian John Hamer Michael de Raadt threshold concepts Professional skills open ended group problems reflections assessment This paper addresses the issue of developing and assessing professional skills in higher education programs. This includes defining and assessing these skills, in the contexts of an individual course unit and for an entire degree program. Identifying forms of assessment that are seen as authentic, meaningful and understandable by the students, teaching staff and curriculum developers are of utmost importance if professional skills are to be accepted and included in the formal curriculum. This can be particularly important in programs that aim to offer students a truly collaborative learning experience in a culturally diverse team. Reflections are presented as one example of an assessment method that fits this requirement. Building assessment based on the notion of threshold concepts is introduced in the context of an open ended group project course unit at Uppsala University. 2011 Conference Paper http://hdl.handle.net/20.500.11937/6504 Australian Computer Society fulltext |
| spellingShingle | threshold concepts Professional skills open ended group problems reflections assessment Cajander, Å. Daniels, M. McDermott, R. Von Konsky, Brian Assessing professional skills in engineering education |
| title | Assessing professional skills in engineering education |
| title_full | Assessing professional skills in engineering education |
| title_fullStr | Assessing professional skills in engineering education |
| title_full_unstemmed | Assessing professional skills in engineering education |
| title_short | Assessing professional skills in engineering education |
| title_sort | assessing professional skills in engineering education |
| topic | threshold concepts Professional skills open ended group problems reflections assessment |
| url | http://hdl.handle.net/20.500.11937/6504 |