Portfolio Assessment in Aerodynamics

The article deals with portfolio assessment as one of the main types of assessment in learning. Within performance oriented systems, the most basic purpose of all education is student learning, and the primary purpose of all assessment is to support that learning. The assessment reform has changed the way educators think about students’ capabilities, the nature of learning, the nature of quality in learning, as well as what can serve as evidence of learning in terms of classroom assessment, teacher assessment and largescale assessment. In this context, the use of portfolios as a mode of assessment has gained a lot of interest. This article analyzes the role of assessment in learning. The role that portfolios might play for enhancing student learning is presented and discussed.

2002 Annual Conference Proceedings

One advantage of having clearly articulated learning objectives for courses is that students can focus on these objectives to unify course material. Unfortunately, students often ignore the stated course objectives and focus their attention on the specific work required to earn good grades from the instructor. This paper presents a technique for shifting the student focus from the external validation of course grades to a self-evaluation of accomplishment of course learning objectives. Preliminary results from a classroom trial of this technique will be presented. This approach aims to tie the course grade directly to the student's self-assessment. At the beginning of the semester, students are given a detailed list of course learning objectives and a grading rubric that relates letter grades to demonstrated levels of accomplishment of these objectives. During the course of the semester assignments are collected and graded to provide formative feedback to the students. At midterm and at the end of the semester, students are required to give the instructor a portfolio of work demonstrating accomplishment of the learning objectives and a summary evaluation specifying the letter grade earned and how the attached portfolio supports their self-assessment. The portfolio primarily includes graded examinations and reports, but can also include other material selected by the student. Summative feedback for the course is based directly on the student self-assessment. In addition to focusing the students' attention on course learning objectives, this approach has benefits for program assessment. The portfolio submitted by the student is documentation of successful accomplishment of course objectives and the student self-assessment provides useful information to the instructor on the efficacy of instructional methods and the adequacy of graded work in providing feedback to the student.

Popular belief in alternative assessment procedures suggests that the use of student portfolios can help learners successfully organize and integrate newly acquired scientific knowledge. This two-group comparison study documents the use of student created portfolios in an algebra-based, college-level, introductory physics course. Sixteen students were assessed primarily using a portfolio-style assessment procedure. Nineteen students were assessed primarily using traditional, objective examinations. Both groups were given the same cumulative, multiple-choice final examination. All students completed a pre– and post–self-report survey of achievement in physics. There were no significant differences in learner achievement between the two groups on the final examination or on the self-report of achievement given before and after instruction. Analysis of two focus group discussions did, however, suggest that students assessed by portfolios feel less anxious about learning physics, devote considerable time to reading and studying outside of class, internalize and personalize the content material, and enjoy the learning experience. The results of this study suggest that portfolio-style assessment procedures support student achievement at least at the same level as traditional assessment procedures and appear to have additional benefits. J Res Sci Teach 34: 255–271, 1997. Many educators have been introducing portfolio and performance assessments in a variety of classroom learning environments in response to the need for more authentic and equitable science assessment strategies (. There are, however, only a limited number of studies that have looked at the effect portfolio assessment has on traditional examination performance (Herman & Winters, 1994). Almost no comparison research exists in the realm of alternative science education assessment. Recommendations for the use of portfolio assessment may seem faddish in the absence of research evidence demonstrating that such assessment actually supports and encourages students' learning.

2017

Portfolio as an alternative authentic assessment is more revealing of the students’ capability to see possibilities for reflection, redirection, and confirmation of the students’ own learning efforts. As it covers various aspects of students’ capability, it might be more preferable for the final evaluation of their achievement in learning. Results of portfolio might also help teachers get feedback in education process they are conducting.

2009

The Centre for Career Education at the University of Windsor has recently introduced a learning portfolio as part of its cooperative education program. The portfolio doubles as a reflective activity for students and a resource for assessment of learning outcomes achievement. The portfolio provides evidence of students' accomplishments, skills and abilities; and documents the scope and quality of their experience and training throughout the cooperative education program. An assessment rubric has been developed for reviewing each student's coop portfolio, assessing the format, organization, and included documents. In addition, by reviewing key portfolio inclusions, the Centre for Career Education uses a random sample of portfolios to assess the extent to which students have achieved a series of pre-set learning outcomes.

2011 ASEE Annual Conference & Exposition Proceedings, 2020

She teaches the first course in aerodynamics, as well as undergraduate and graduate courses in aircraft design, aircraft flight mechanics, numerical methods, acoustics and rotary-wing aerodynamics. In addition to engineering curriculum innovation and reform, her interests include rotorcraft noise suppression, rotorcraft aerodynamics and high-speed rotorcraft design.

Assessing Writing, 2005

Estimates indicate that as much as 80% of an engineer's work time is spent on communicating. Studies done by the Department of Electrical and Computer Engineering (ECE) at the University of Arizona show that engineering firms, as well as ECE graduates, rank writing ability as the most important skill in determining engineers' success, even above the much more obvious technical skills that are the focus of much engineering education. Arizona's ECE Department began teaching its senior-level capstone design courses as "writing emphasis" courses to assist students in developing their writing skills prior to graduation, as well as to link communication skills and coursework to create graduates proficient in both written and oral communication. This paper describes a portfolio assessment that has been developed specifically for this context and population, and argues that this portfolio assessment demonstrates several advantages frequently called for in theory but rarely made operational. This program has provided an unusually rich practical application, showing how portfolio assessment changes assessment from a mere rating of limited and often costly tests to a continuous, integrated, and appropriate activity directly related to learning itself, while at the same time, developing the data about student.

WLC 2016 World LUMEN Congress. Logos Universality Mentality Education, 2016

Portfolio can show us an evidence of students learning during a semester or year for a discipline. It is a complex evaluation tool. It represents an alternative to standardized tests, leading to the emission of a value judgment based on a set of results, reflecting the complexity of the development of the person who prepares it. The comparing study was done between three types of portfolios applied in the evaluation of students from second and third year, students from Department for Teacher Training (DPPD) from USAMV Cluj-Napoca. First type is the portfolio of development, elaborated by groups of students (four students by each group) and used as a portfolio of progress for the discipline Didactics of Chemistry. Second type is an individually portfolio; it is used for students' assessment at the Teaching Practice. Third type is an e-Portfolio use for assessment of students' knowledge for the discipline Computer-aided Instruction. This paper has focused on systematic evaluation of influence which achievement of portfolios can generate in training of future teachers. There was determined a tendency to minimize the role of portfolios in this training, although from the point of view of the learner it is a complex activity. Teachers, who used portfolios like a variant of assessment, generally agreed that it was a holistic qualitative evaluation method, which involves students in educational activities. Majority of students considered that portfolios were an interesting experience; they had an active role which made them to know better their possibilities to study and learn.

INTED2017 Proceedings, 2017

The implementation of the European Higher Education Area (EHEA) has led educators to rethink their way of assessing college students and look for alternative choices. In particular, the use of portfolios as a form of authentic assessment is becoming more popular in higher education settings. Educators have been making a move from traditional type tests to alternate forms of assessments, because they consider student portfolios can be used very effectively. However, determining how a portfolio can be most effectively used to assess students learning can be an excruciating task. The use of such an instrument for assessment is not only meant to evaluate how well students are performing, but also as a way to enhance student learning and create support for student reflection. This study was motivated by some higher education instructors who were interested in implementing the use of portfolios at the Universidad Rey Juan Carlos. A total of 163 undergraduate students across two undergraduate courses participated in this study. These students included prospective early childhood educators and elementary school teachers. A questionnaire-based survey was conducted to inquire into students' views of portfolios as a learning tool, and data collected was examined. As the data reveal, portfolios help students to stay actively involved and motivated in their learning besides encouraging self-reflection. They also help students to take ownership of their own learning and be able to self-assess their abilities. Results also indicate that the use of portfolios promotes critical thinking, analytical and synthesis skills.

Currently, one of the most useful assessment tools used to assess students' learning is traditional assessment tools in the Turkish educational system. Traditional assessment approach mostly promotes students to memorize rules or algorithms rather than conceptual understanding and learning are not enough to assess higher order cognitive skills such as problem solving, critical thinking and reasoning. In recent years, one of the alternative assessment methods used to assess students' learning is portfolio assessment practices. Portfolio provides an essential link for student teachers, teachers, and parents to the educational process. It is an effective tool for students and educators to identify clarify and achieve goals that were not previously assessable. The portfolio is student-centered and used to foster student self-evaluation. It provides greater depth and breadth of student work for assessment. This study aimed to examine views of student teachers to application of portfolio used as an alternative assessment tool at the science teaching course in the higher educational system. The study was conducted within the scope of Science Teaching-I course offered in, Science Teacher Education Program in the spring term of 2009-2010 study years. The sample of the study consists of 50 Science Teacher Education Program student teachers in Pamukkale University. Case study method was used in this study. Data were gathered through interviews and questionnaire conducted with student teachers. Qualitative data were examined through descriptive analysis. Quantitative data was analyzed using frequency and percentage. Advantages and challenges of the implementation of portfolio assessment approach were discussed in the light of student's views. Results of study showed that portfolio assessment can provide more comprehensive picture of the student, provide more authentic-valid information about student learning to teacher and student themselves, encourage student to learning and to take care of responsible for learning, comparing to traditional assessment methods.