About this paper

Appears in:
Pages: 3507-3516
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0954

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

OVERARCHING LEARNING OUTCOMES ASSESSMENT IN ENGINEERING COURSES

K. Pikon, M. Bogacka

Silesian University of Technology (POLAND)
The mission of the European Institute of Innovation & Technology (EIT) educational activities is therefore to ensure that the students achieve a set of EIT Overarching Learning Outcomes (OLO) addressing these issues. EIT-labelled educational programmes and modules have a strong focus on creativity, innovation and entrepreneurship, and also on shaping a sustainable society based on ethics and human values.

The assessment of students progress in achieving OLOs is a complex issue but extremely important to shape the educational path of students in a proper way. There are some different approaches to assessment issue. In the paper the methodology of assessment of different EI OLOs in Clean Fossil and Alternative Fuels Energy Master program, performed as a party of Innoenergy Master School i presented.

The proposed assessment scheme implemented ensures that students achieve skills and competencies in the EIT specific knowledge forms of Making Value and Sustainability Judgments, Creativity, Innovation, Entrepreneurship, Research, Intellectual Transformation and Leadership, all related to the field of their studies. These overarching intended learning outcomes complement the intended learning outcomes of the Qualification Framework of European Higher Education Area (QF-EHEA, ‘the Bologna framework’).

The EIT OLOs are transformed into more specific outcomes for programmes, modules and courses, as well as being connected to fit-for-purpose forms of assessment, teaching and learning activities. They are not treated as separate components, but instead are integrated in a well-balanced manner to program. This fosters innovative and entrepreneurial mindsets based on the Knowledge Triangle.

The programme itself if built up in a way that all OLOs are already covered by specific university learning outcomes (LOs) in all modules. The grading system and LO assessment is based on internal university regulations. The OLOs evaluation is closely connected with LO assessment.
@InProceedings{PIKON2017OVE,
author = {Pikon, K. and Bogacka, M.},
title = {OVERARCHING LEARNING OUTCOMES ASSESSMENT IN ENGINEERING COURSES},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.0954},
url = {http://dx.doi.org/10.21125/iceri.2017.0954},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {3507-3516}}
TY - CONF
AU - K. Pikon AU - M. Bogacka
TI - OVERARCHING LEARNING OUTCOMES ASSESSMENT IN ENGINEERING COURSES
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.0954
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 3507
EP - 3516
ER -
K. Pikon, M. Bogacka (2017) OVERARCHING LEARNING OUTCOMES ASSESSMENT IN ENGINEERING COURSES, ICERI2017 Proceedings, pp. 3507-3516.
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