Work in progress - A statics skills inventory

Scott Danielson, Jennifer Kadlowec, Sudhir Mehta, Christine Masters, Michael Magill, Sally Steadman

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    4 Scopus citations

    Abstract

    This paper focuses on assessment of student skills in statics and provides details of development of a statics skills assessment tool. The use of only concept inventories to provide proof of student learning is an incomplete assessment as important engineering knowledge consists of both conceptual knowledge and skill intertwined. A multi-step Delphi process involving a group of engineering educators was used to reach consensus on the important skills of statics. These skills are currently grouped into 10 categories. The Delphi rankings included both the average importance of the skill as judged by the Delphi participants and their judgment of the average proportion of their students whom can perform the skill. Skill-based questions are being developed to probe these areas.

    Original languageEnglish (US)
    Title of host publicationProceedings - Frontiers in Education, 35th Annual Conference
    Subtitle of host publicationPedagogies and Technologies for the Emerging Global Economy, FIE'05
    PagesT1A-3-T1A-4
    StatePublished - Dec 1 2005
    EventFrontiers in Education - 35th Annual Conference 2005, FIE' 05 - Indianapolis, IN, United States
    Duration: Oct 19 2005Oct 22 2005

    Publication series

    NameProceedings - Frontiers in Education Conference, FIE
    Volume2005
    ISSN (Print)1539-4565

    Other

    OtherFrontiers in Education - 35th Annual Conference 2005, FIE' 05
    Country/TerritoryUnited States
    CityIndianapolis, IN
    Period10/19/0510/22/05

    All Science Journal Classification (ASJC) codes

    • Software
    • Education
    • Computer Science Applications

    Fingerprint

    Dive into the research topics of 'Work in progress - A statics skills inventory'. Together they form a unique fingerprint.

    Cite this