The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice

Science and Engineering Ethics 20 (1):249-260 (2013)
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Abstract

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students’ case responses in computational modeling and research ethics

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Sara Wilson
Columbia University

References found in this work

Engineering Ethics: Concepts and Cases.Charles Edwin Harris, Michael S. Pritchard & Michael Jerome Rabins - 2018 - Boston, MA: Cengage Learning. Edited by Michael S. Pritchard, Ray W. James, Elaine E. Englehardt & Michael J. Rabins.
Assessing Graduate Student Progress in Engineering Ethics.Michael Davis & Alan Feinerman - 2012 - Science and Engineering Ethics 18 (2):351-367.

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