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] |
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| Βάση Δεδομένων: |
Complementary Index |