The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice.
Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclud...
| Published in: | Science & Engineering Ethics Vol. 20; no. 1; pp. 249 - 261 |
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| Main Authors: | , , , |
| Format: | Article |
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Springer Nature
Mar2014
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=94629214&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 94629214 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Mar2014 vid: 20 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 94629214 10.1007/s11948-013-9428-5 ppf: 249 ppct: 12 formats: fmt: @attributes: type: P size: 185KB tig: atl: The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice. aug: au: Keefer, Matthew Wilson, Sara Dankowicz, Harry Loui, Michael affil: Department of Educational Psychology, Research and Evaluation, University of Missouri-St. Louis, St. Louis 63121 USA Department of Mechanical Engineering, University of Kansas, Lawrence USA Department of Mechanical Science and Engineering, University of Illinois at Urbana-Champaign, Urbana USA Department of Electrical and Computer Engineering, University of Illinois at Urbana-Champaign, Urbana USA su: Engineering ethics education Science & ethics Ethics education Formative tests Research ethics Learning Education Ethics sug: subj: Engineering ethics education Science & ethics Ethics education Formative tests Research ethics Learning Education Ethics keyword: Assessment Computational modeling cases ab: Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students' case responses in computational modeling and research ethics. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2014. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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