Argumentative-driven assessments in engineering: a challenge-based learning approach to the evaluation of competencies-Reference-Cited by-同舟云学术

Argumentative-driven assessments in engineering: a challenge-based learning approach to the evaluation of competencies

Published:2023-01-06 Issue:1 Volume:17 Page:79-91
ISSN:1955-2513
Container-title:International Journal on Interactive Design and Manufacturing (IJIDeM)
language:en
Short-container-title:Int J Interact Des Manuf

Author:

López-Guajardo Enrique A.^ORCID,Ramirez-Mendoza Ricardo A.,Vargas-Martinez Adriana,Jianhong Wang,Roman-Flores Armando,Zavala Genaro

Funder

Fundación FEMSA

Publisher

Springer Science and Business Media LLC

Subject

Industrial and Manufacturing Engineering,Modeling and Simulation

Link

https://link.springer.com/content/pdf/10.1007/s12008-022-01188-2.pdf

Reference25 articles.

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2. Gómez-Gasquet, P., Verdecho, M.J., Rodriguez-Rodriguez, R., Alfaro-Saiz, J.J.: Formative assessment framework proposal for transversal competencies: application to analysis and problem-solving competence. J. Ind. Eng. Manag. 11, 334 (2018). https://doi.org/10.3926/jiem.2504

3. Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., Besser, M.: Formative assessment in mathematics: mediated by feedback’s perceived usefulness and students’ self-efficacy. Learn. Instruc. 60, 154–165 (2019). https://doi.org/10.1016/j.learninstruc.2018.01.004

4. Rivers, M.L., Dunlosky, J., Joynes, R.: The contribution of classroom exams to the formative evaluation of concept-level knowledge. Contemp. Educ. Psychol. 59, 101806 (2019). https://doi.org/10.1016/j.cedpsych.2019.101806

5. Buelin, J., Ernst, J.V., Clark, D.T.E., Aerop, C., Kelly, D.P., DeLuca, V.W.: Formative evaluation techniques. Technol. Eng. Teach. 78, 21–23 (2019)

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