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Learning theories and assessmant methodologies: an engineering educational perspective
Umeå University, Faculty of Science and Technology, Department of Applied Physics and Electronics.
2011 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 36, no 4, 327-339 p.Article in journal (Refereed) Published
Abstract [en]

This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative assessment, taxonomies, peer learning and educational policy as regards promoting the learning of engineering is discussed. It is suggested that an integrated learning method in which cognitive levels, social factors and teamwork and behaviouristic elements are integrated will optimise the learning process on an engineering course. Moreover, assessment of learning should not be isolated from views of teaching and the learning methods employed by the university teacher.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2011. Vol. 36, no 4, 327-339 p.
Keyword [en]
assessment, taxonomy, formative assessment, behaviourism, cognitivism, cultural-historical, sociocultural, learning model, educational policy, expected learning outcomes
National Category
Educational Sciences Civil Engineering
URN: urn:nbn:se:umu:diva-52776DOI: 10.1080/03043797.2011.591486OAI: diva2:507106
Available from: 2012-03-02 Created: 2012-03-02 Last updated: 2015-09-17

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Hassan, Osama A B
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