Knowledge Assessment In Statics: Concepts Versus Skills Article Swipe
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 1168 Knowledge Assessment in Statics: Concepts versus skills Scott Danielson Arizona State University Abstract Following the lead of the physics community, engineering faculty have recognized the value of good assessment instruments for evaluating the learning of their students. These assessment instruments can be used to both measure student learning and to evaluate changes in teaching, i.e., did student-learning increase due different ways of teaching. As a result, there are significant efforts underway to develop engineering subject assessment tools. For instance, the Foundation Coalition is supporting assessment tool development efforts in a number of engineering subjects. These efforts have focused on developing “concept” inventories. These concept inventories focus on determining student understanding of the subject’s fundamental concepts. Separately, a NSF-supported effort to develop an assessment tool for statics was begun in the last year by the authors. As a first step, the project team analyzed prior work aimed at delineating important knowledge areas in statics. They quickly recognized that these important knowledge areas contained both conceptual and “skill” components. Both knowledge areas are described and examples of each are provided. Also, a cognitive psychology-based taxonomy of declarative and procedural knowledge is discussed in relation to determining the difference between a concept and a skill. Subsequently, the team decided to focus on development of a concept-based statics assessment tool. The ongoing Delphi process to refine the inventory of important statics concepts and validate the concepts with a broader group of subject matter experts is described. However, the value and need for a skills-based assessment tool is also recognized. Thus, initial efforts to delineate concepts and skills in statics are discussed, including an initial inventory of these concepts and skills. Introduction Statics is the first course in a series of courses within the broader subject area commonly referred to as engineering science for virtually all engineering and engineering technology students. It is a fundamental course prerequisite for other important courses like dynamics and strength of materials. Success in these latter courses is directly correlated to success in statics.1 Proceedings of the 2004 American Society of Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.18260/1-2--13185
- https://peer.asee.org/13185.pdf
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- gold
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- 3
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All OpenAlex metadata
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https://openalex.org/W2595612610Canonical identifier for this work in OpenAlex
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https://doi.org/10.18260/1-2--13185Digital Object Identifier
- Title
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Knowledge Assessment In Statics: Concepts Versus SkillsWork title
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articleOpenAlex work type
- Language
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enPrimary language
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2020Year of publication
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2020-09-03Full publication date if available
- Authors
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Scott DanielsonList of authors in order
- Landing page
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https://doi.org/10.18260/1-2--13185Publisher landing page
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https://peer.asee.org/13185.pdfDirect link to full text PDF
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YesWhether a free full text is available
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goldOpen access status per OpenAlex
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https://peer.asee.org/13185.pdfDirect OA link when available
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Computer science, Statics, Process (computing), Competence (human resources), Delphi method, Knowledge management, Mathematics education, Management science, Artificial intelligence, Engineering, Psychology, Operating system, Physics, Social psychology, Classical mechanicsTop concepts (fields/topics) attached by OpenAlex
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3Total citation count in OpenAlex
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2023: 1, 2020: 1, 2014: 1Per-year citation counts (last 5 years)
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10Other works algorithmically related by OpenAlex
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