Higher level learning outcomes attained through assessment

• Type: Article in International Conference Proceedings Book
• Date: 2012

Authors

Maria Antónia Carravilla (Author) FEUP; José Fernando Oliveira (Author) FEUP; Manuel Pina Marques (Author) FEUP

Conference proceedings International

Title: 1st International Workshop on Teaching Decision Sciences and Technologies

VRTUOSI 2012

Budapest, Hungary, 9-10 February 2012

Scientific classification

FOS: Engineering and technology > Other engineering and technologies

CORDIS: Technological sciences > Engineering > Industrial engineering

Other information

Abstract (EN): Bloom's taxonomy for learning domains proposes six categories for the cognitive domain, that go from the basic remembering of facts and definitions to the complex creation act, in which new knowledge structures or patterns are built or new meanings assigned. The Bologna Declaration strained the emphasis on the learning outcomes and on their alignment with the assessment. In this paper a step forward is proposed, in which the assessment process itself has a central role in the attainment of the learning outcomes. A case study of the Operations Research course, involving 350 students from 4 different engineering degrees, is described and conclusions drawn about the effectiveness of this assessment organization in the students¿ development of the higher level learning outcomes of Bloom's taxonomy.

Language: English

Type (Professor's evaluation): Scientific

Notes: http://conf.uni-obuda.hu/vrtuosi2012/final.htm

No. of pages: 2