Evaluation Process in Engineering and Computer Education

1. Evaluation Process in Engineering and Computer Education Clara Amelia de Oliveira INE-CTC-UFSC Brazil International Conference on Engineering Education -ICEE2005

2. “Engineering and computer education searches for new professional profile due to globalization phenomena.” International Conference on Engineering Education -ICEE2005

3. Traditional system Sequential curricula: 1:basic sciences disciplines (maths; physics; computer programming)2:professional disciplines(projects). Open system Inverted curricula : professional themes/projects(projects since begginer’slevel)+ Basic sciences subjects specialized topics (maths;physics;computer programming). Educational systems International Conference on Engineering Education -ICEE2005

4. Traditional Student’s evaluation: Knowledge approach from parts to the whole perspective ( parts  whole) Open Student’s evaluation: Kowledge approach from whole to refined parts ( whole  parts) Educational systems and student’s evaluationDirective 1(Knowledge approach) International Conference on Engineering Education -ICEE2005

5. Traditional evaluation task: “calculate factorial of number N”. Open evaluation task: “calculate a rainfall data interpolation value from a meteorological station (Meteorological theme/ engineering project). Use Gregory Newton formula (which has factorial of number N denominator)”. Example of Directive 1Knowledge approach in evaluation issue International Conference on Engineering Education -ICEE2005

6. Traditional Student’s evaluation task: one examination activity = final note ________________ evaluation = event Open Student’s evaluation task: multiple examination activities = final note _________________ evaluation = process Educational systems and student’s evaluationDirective 2 (Time dimension) International Conference on Engineering Education -ICEE2005

7. Example of Directive 2Time dimension in evaluation issue:A piece of a computer program algorithm • Traditional evaluation task:unic written task = final note about the issue. • Open evaluation task: several tasks = final note about the issue. Step 1 : algorithm; Step2 : computer implementation and review; Step3 : assotiation between piece of program and the whole program and project; Step 4: development of adequate documentation; Step5: presentation of the whole project. International Conference on Engineering Education -ICEE2005

8. Traditional Student’s evaluation: Specific technical character Open Student’s evaluation: Subjective character about technical questions Educational systems and student’s evaluationDirective 3 (objective x open evaluation issues) International Conference on Engineering Education -ICEE2005

9. Example of Directive 3objective x open evaluation issues • Traditional evaluation task:objective evaluation issue (technical/ mathematical,...) • Open evaluation task: subjective evaluation issue (opinion,feeling, question creation...) International Conference on Engineering Education -ICEE2005

10. Conclusions • Student’s Evaluation subject belongs to the whole Educational System. It is deep affected by generic pedagogic decisions of educational system; • “Thematic Knowledge Approach” is a kind of Open Educational model and it operates harmonic way with open student’s evaluation spirit; • Student’s Creative Thinking is stimulated by Open Student’s Evaluation spirit; • It is possible to apply Open Student’s Evaluation criteria also in very traditional educational systems but potentiality of results is dependent from educational system choice; • New perspective in Education can be built over traditional view. It is a positive way because everyone acquires and nobody looses somthing; • Evolution is more feasible than revolution in education; • The Open Student’s Directives respect Diversity value in education. • Open spirit in Engineering and Computer Science Education help to arrive to new profesisonal profile due to globalization phenomena. International Conference on Engineering Education -ICEE2005