A student-centered feedback control model of the educational process

30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135) Pub Date : 2000-10-18 DOI:10.1109/FIE.2000.896606

M. Shor, Robby Robson

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引用次数: 13

Abstract

ABET 2000 requires new approaches to quality control and continuous improvement in engineering programs. It is instructive to analyze this control in terms familiar to the engineering community and to consider the implications for classroom and program level practices. A common approach to program assessment is to monitor success statistically. This is analogous to using statistical process control with the educational program as the process and students as the inputs and outputs. It can identify problems but not suggest solutions. The paper explores an alternative view in which the student is the process and performance on program outcomes is the output. It models ABET 2000 and other outcome based education methods in these terms and points out consequences for assessment and instruction. Feedback control of learning as a student-centered process explains why certain instructional and assessment techniques are "best practices" and requires a significant departure from traditional methods.

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以学生为中心的教育过程反馈控制模型

ABET 2000要求在工程项目中采用新的质量控制和持续改进方法。用工程界熟悉的术语来分析这种控制，并考虑课堂和程序级实践的含义，是有指导意义的。项目评估的一个常用方法是统计地监视成功。这类似于使用统计过程控制，将教育计划作为过程，将学生作为输入和输出。它能发现问题，但不能提出解决方案。本文探讨了另一种观点，即学生是过程，而项目结果的表现是输出。它在这些方面模拟了ABET 2000和其他基于结果的教育方法，并指出了评估和教学的后果。作为以学生为中心的学习过程的反馈控制解释了为什么某些教学和评估技术是“最佳实践”，并且需要与传统方法进行重大背离。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)

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