Assessment of student learning: Evolution of objectives in engineering education and the consequences for assessment

The focus of objectives of engineering education has evolved from knowledge to skills. This is a logical consequence of the changing demands of employers of graduated engineers. This change is referred to as a paradigm shift in engineering education. It is therefore not surprising that the views on assessment of student learning are changing as well. In this paper the relation between the demands and the educational objectives are reviewed. Consequently, the implications for assessment are discussed. Assessment is introduced as a feedback procedure. It is discussed that in fact four different feedback pathways can be identified. Finally, the relation between educational methods and their relation to assessment is discussed in detail. As an example, the problems in assessment of group work are discussed.     

Segmental sequencing of kinetic energy in a computer-simulated golf swing

The concept of the transfer of kinetic energy (KE) sequentially through the human body from proximal to distal segments is an influential concept in biomechanics literature. The present study develops this area of research through investigation of segmental sequencing of the transfer of KE by means of computer simulation. Using a musculoskeletal computer model previously developed by the authors, driven using three-dimensional kinematic data from a single elite male golfer, combined inverse and forward dynamics analyses enabled derivation of KE. Rigid body segments of torso, hips, arms and clubhead were examined in line with previous literature. Using this method a driver swing was compared to a 7 iron swing. Findings showed a high level of correlation between driver and iron peak KE and timing of peak KE relative to impact. This seems to indicate equivalent trunk and arms linear velocity, thus force applied, for an iron shot and a driver shot. There were highly significant differences between KE output for body segments for both clubs. In addition, peak KE magnitudes increased sequentially from proximal to distal segments during swing simulations for both the driver and 7 iron. This supports the principle of the summation of speed. However, timing of peak KE was not sequential from proximal to distal segments, nor did segments peak simultaneously. Rather, arms peaked first, followed by hips, torso and club. This seems to indicate a subjective optimal coordination of sequencing.

Television images of mental illness: Results of a metropolitan Washington media watch

One third of prime‐time television programs involved information about mental illness. Negative stereotyping of mentally ill persons was found to be prevalent in these programs.     

Qualitative Quantitative and Experimental Concept Possession, Criteria for Identifying Conceptual Change in Science Education

Students sometimes misunderstand or misinterpret scientific content because of persistent misconceptions that need to be overcome by science education—a learning process typically called conceptual change. The acquisition of scientific content matter thus requires a transformation of the initial knowledge-state of a common-sense picture of the world to an outcome state of a scientific conception articulated with scientific concepts, which the learner did not possess prior to learning. This paper introduces a taxonomy based on the idea that multiple operational criteria are needed to evaluate conceptual change into scientific concepts. Three sets of criteria—qualitative, quantitative and experimental—are identified, and their interrelations in the process of conceptual change are explored.     

Exclusion Expected? Cardiac Slowing Upon Peer Exclusion Links Preschool Parent Representations to School-Age Peer Relationships

Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (M_age = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (M_age = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships.