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e3an – the process

e3an – the process. Sean Wellington/Djamel Azzi. phase one themes. Analogue Electronics Digital Electronics and Microprocessors Circuit Theory Signal Processing. theme process. Consultants recruited from the four partner institutions Initial meeting of theme teams

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e3an – the process

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  1. e3an – the process Sean Wellington/Djamel Azzi

  2. phase one themes • Analogue Electronics • Digital Electronics and Microprocessors • Circuit Theory • Signal Processing

  3. theme process • Consultants recruited from the four partner institutions • Initial meeting of theme teams • Sample questions written and circulated for comment • Consultants wrote the remainder of their allocated questions (target 300 questions per theme) • Final meeting for peer review of the entire question bank

  4. briefing session • Introduction to e3an project, objectives, participants, timescales and deliverables • Overview of issues in student assessment • QAA outcomes-based approach • QAA Code of practice: Assessment of students • Importance of timely formative feedback • Guidelines for writing effective objective test questions • Case studies drawn from the electrical and electronic engineering curriculum

  5. key curriculum areas • Theme leader and consultants met to discuss and agree: • Key curriculum areas • Indicative level • Introductory • Intermediate • Advanced • Allocation of curriculum areas/question types – equitable distribution of workload

  6. writing the questions • The process should be as easy as possible for the consultants • Electronic format preferred (MS Word templates provided) • Accepted handwritten copy that could be scanned into the database • Symbols used in diagrams should comply with IEE guidelines

  7. MS Word templates • Provided for: • Question Meta Data • Multiple Choice • Multiple Response • Examination • Numeric • Text • Hotspot

  8. Metadata • Type of item - what sort of question • Time - expected to take in minutes • Level - Introductory, Intermediate or Advanced • Discrimination - Threshold, Good or Excellent students • Cognitive Level - Knowledge, Understanding, Application, Analysis • Synthesis, Evaluation • Style - Formative, Summative, Formative or Summative, or Diagnostic • Theme • Subtheme • Related themes • Description - free text • Key words - free text

  9. the review process • Consultants met to review all the questions produced for a particular theme: • Clarity of question and outline solution • Suitability for the allocated theme or sub-theme • Appropriate time allocation

  10. experiences of phase one • Rich bank of questions produced for phase one subjects • The question review process produced very little disagreement, despite the diverse range of institutions participating in the project • Several of the project consultants began to actively embrace the use of CAA, particularly for formative assessment

  11. e3an consultant’s perspective • Opportunities to • network with academics elsewhere • look at and update one’s own bank of questions • learn about different types of assessments • obtain new questions from other consultants • undertake continuous professional development • take one step towards implementing effective CAA • faster, more frequent, fairer assessment to cope with ever increasing student numbers • timely feedback to students (especially the less able ones)

  12. e3an consultant’s perspective • Benefits • bank of questions that covers several topics • a little bit of money

  13. Power Electronics Applied Electromagnetics Programming for Engineers Control Engineering Mathematics for Engineers Telecommunications Data Communications Semiconductor Physics Computational tools phase two target themes

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