Abstract
This paper outlines the assessment dilemmas and challenges that were experienced by faculty members and students alike during initial iterations of APSC 190 (a first-year, professional engineering skills core course in the Faculty of Applied Science at Queen’s University) and how the adoption and implementation of the ICE model of assessment [1], [2], [3] served to address those challenges. ICE, an acronym for Ideas, Connections and Extensions is based on cognitive/transformation theories of learning similar to those put forth by Biggs’ and Collis’ SOLO taxonomy[4], and describes learning as a process of growth from novice toward expert. Unlike SOLO, ICE was intentionally designed for use in the classroom by teachers and students. The simplicity of the model increases its utility and portability to a host of learning activities and furnishes an accessible vocabulary and framework to facilitate communication about expectations for learning. The paper includes an overview of the ICE model, suggestions for implementation and the effects and limitations of the model for use in professional skills courses. Current-use examples are provided that illustrate the model’s utility and its implications for shaping student learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Proceedings of the Canadian Engineering Education Association (CEEA)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
