Abstract

This work-in-progress paper presents initial work in technical content assessment practices embedded into and integrated throughout the curriculum of a new engineering program. These practices range from program-level evaluation to combatting persistent misconceptions in foundational courses. Specific cases are presented from current practices and future work is described. The methods and considerations presented in this paper can be used as a model for other institutions looking to understand students’ technical content knowledge beyond course-specific homework, exams, and other assessments.

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 call

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.