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Published byClifford Malone Modified over 9 years ago
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e3an – the process Sean Wellington/Djamel Azzi
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phase one themes Analogue Electronics Digital Electronics and Microprocessors Circuit Theory Signal Processing
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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
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briefing session Introduction to e 3 an 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
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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
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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
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MS Word templates Provided for: Question Meta Data Multiple Choice Multiple Response Examination Numeric Text Hotspot
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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
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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
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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
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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)
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e3an consultant’s perspective Benefits bank of questions that covers several topics a little bit of money
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phase two target themes Power Electronics Applied Electromagnetics Programming for Engineers Control Engineering Mathematics for Engineers Telecommunications Data Communications Semiconductor Physics Computational tools
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