Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators Papers and Summary from a Workshop December 12, 2012 (2013) / Chapter Skim
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Instructional Assessment in the Classroom: Objectives, Methods, and Outcomes--MICHAEL DAVIS
Instructional Assessment in the Classroom: Objectives, Methods, and Outcomes--MICHAEL DAVIS
Pages 29-37
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From page 29... ...
standards of conduct that apply to members of a group simply because they are members of that group. It is in this sense that research ethics applies to researchers and no one else, engineering ethics to engineers and no one else, and so on.
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From page 30... ...
This is the ability to design a plausible course of action for the ethical issues identified, using relevant ethical knowledge.2 Many educators are tempted to add a fourth objective: increasing ethical commitment, that is, increasing the relative frequency with which students conduct themselves as engineers or scientists should -- before or after graduation. While I believe, or at least hope, that ethics education can increase ethical commitment, there are at least two reasons not to address that objective here.
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From page 31... ...
Going on at the end of the course or is done during the course solely for the purpose of a final grade, it is what education professors call "summative assessment." There are at least two kinds of summative assessment, what might be called "local" and "generalized." Local Assessment Local assessment is done for the purposes of a particular course, for example, an idiosyncratic exam given for the purpose of assigning a final grade in a single section of a single course. Generalized assessment is designed to allow comparison across several sections, courses, or programs, whether to assess the instructor, course, or students.
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From page 32... ...
Actually, some qualitative assessments cannot be "quantitized." For example, qualitative assessment can document changes in students' conceptual understanding or professional identity. In these cases, the qualitative assessment yields detailed descriptions of the different ways in which students understand particular concepts, and the different ways in which students think of themselves as scientists or engineers or researchers.
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From page 33... ...
But much the same effect can be achieved for subjective tests by having a panel of various experts assess the questions, looking for bias both in the choice of question and in the range of answers identified as correct, not looking at the student's name until the test (or other assessment instrument) is graded, using a grading rubric, and using multiple graders, training them for the work, and checking their grading now and then.
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From page 34... ...
To track achievement in all three dimensions -- sensitivity, knowledge, and judgment -- course by course, with pretests and posttests, the cost in class time is likely to be a minimum of six hours, that time devoted to testing in addition to whatever testing is otherwise required, say, the usual midterm and final exam.14 This first impediment cannot, it seems, be overcome by online testing outside of class. The evidence is that the percentage of students taking (or finishing)
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From page 35... ...
But even that easier problem has yet to be solved and seems likely to run up against my natural law. 19 This statement of the problem assumes that ethical sensitivity, like ethical knowledge but unlike ethical judgment, must be taught piecemeal.
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From page 36... ...
That is, we educators need to define a body of instructional objectives -- the specific ethical sensitivities, ethical knowledge, and level of judgment a graduate should have. We already have that for some sciences (for example, the eleven or twelve items required for adequate instruction in Responsible Conduct of Research)
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From page 37... ...
2012. The importance of aligning assessment, instruction, and curricular design in professional ethics education.
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