Academic Journal
Προβολή σε EDS

THINKING ABOUT ASSESSMENT IN CHEMICAL ENGINEERING EDUCATION.

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: THINKING ABOUT ASSESSMENT IN CHEMICAL ENGINEERING EDUCATION.
Συγγραφείς: BURKEY, DANIEL D., ENSZER, JOSHUA A.
Πηγή: CEE: Chemical Engineering Education; Spring2026, Vol. 60 Issue 2, p85-90, 6p
Θεματικοί όροι: Authentic assessment, Peer review of students, Chemical engineering education, Artificial intelligence in education, Engineering education
Περίληψη: The article focuses on evolving assessment practices in chemical engineering education amid technological and social changes, particularly the rise of artificial intelligence (AI) tools. It highlights three main themes emerging from recent community contributions: authentic assessment strategies that emphasize professional reasoning and real-world problem solving; mastery-based and alternative grading approaches such as “ungrading” that promote deeper learning and reduce stress; and the use of peer- and self-evaluation tools, including digital platforms like CATME and Peerceptiv®, to scale assessment and enhance engagement. These approaches aim to better capture student learning outcomes aligned with accreditation requirements while addressing challenges posed by AI and large class sizes. The article underscores the ongoing need for innovation and collaboration among educators to refine assessment methods that reflect the complexities of engineering practice. [Extracted from the article]
Copyright of CEE: Chemical Engineering Education is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Βάση Δεδομένων: Complementary Index
FullText Text:
  Availability: 0
Header DbId: edb
DbLabel: Complementary Index
An: 194214309
RelevancyScore: 1041
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 1041.07458496094
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: THINKING ABOUT ASSESSMENT IN CHEMICAL ENGINEERING EDUCATION.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22BURKEY%2C+DANIEL+D%2E%22">BURKEY, DANIEL D.</searchLink><br /><searchLink fieldCode="AR" term="%22ENSZER%2C+JOSHUA+A%2E%22">ENSZER, JOSHUA A.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: CEE: Chemical Engineering Education; Spring2026, Vol. 60 Issue 2, p85-90, 6p
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Authentic+assessment%22">Authentic assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br /><searchLink fieldCode="DE" term="%22Chemical+engineering+education%22">Chemical engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+in+education%22">Artificial intelligence in education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article focuses on evolving assessment practices in chemical engineering education amid technological and social changes, particularly the rise of artificial intelligence (AI) tools. It highlights three main themes emerging from recent community contributions: authentic assessment strategies that emphasize professional reasoning and real-world problem solving; mastery-based and alternative grading approaches such as “ungrading” that promote deeper learning and reduce stress; and the use of peer- and self-evaluation tools, including digital platforms like CATME and Peerceptiv®, to scale assessment and enhance engagement. These approaches aim to better capture student learning outcomes aligned with accreditation requirements while addressing challenges posed by AI and large class sizes. The article underscores the ongoing need for innovation and collaboration among educators to refine assessment methods that reflect the complexities of engineering practice. [Extracted from the article]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of CEE: Chemical Engineering Education is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=194214309
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.18260/2-1-370.660-140807
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 85
    Subjects:
      – SubjectFull: Authentic assessment
        Type: general
      – SubjectFull: Peer review of students
        Type: general
      – SubjectFull: Chemical engineering education
        Type: general
      – SubjectFull: Artificial intelligence in education
        Type: general
      – SubjectFull: Engineering education
        Type: general
    Titles:
      – TitleFull: THINKING ABOUT ASSESSMENT IN CHEMICAL ENGINEERING EDUCATION.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: BURKEY, DANIEL D.
      – PersonEntity:
          Name:
            NameFull: ENSZER, JOSHUA A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Spring2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00092479
          Numbering:
            – Type: volume
              Value: 60
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: CEE: Chemical Engineering Education
              Type: main
ResultId 1