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

Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz, Michael C. Loui

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)249-260
Number of pages12
JournalScience and Engineering Ethics
Volume20
Issue number1
DOIs
StatePublished - Mar 2014

Keywords

  • Assessment
  • Computational modeling cases
  • Ethics education
  • Research ethics

ASJC Scopus subject areas

  • Issues, ethics and legal aspects
  • Health(social science)
  • Health Policy
  • Management of Technology and Innovation

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