Some Cautions on the US Model of Assessment in Engineering and Science

Hoole, D.; Hoole, S. R. H.

dc.contributor.author	Hoole, D.
dc.contributor.author	Hoole, S. R. H.
dc.date.accessioned	2021-02-17T22:56:43Z
dc.date.accessioned	2022-07-11T06:37:33Z
dc.date.available	2021-02-17T22:56:43Z
dc.date.available	2022-07-11T06:37:33Z
dc.date.issued	2011
dc.identifier.citation	Hoole, D. and Hoole, S.R.H., 2012. Cautions on the US Model of Assessment in Engineering and Science. Vingnanam Journal of Science, 10(1), pp.8–18. DOI: http://doi.org/10.4038/vingnanam.v10i1.4073
dc.identifier.issn	2012-9939
dc.identifier.uri	http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/1551
dc.description.abstract	The US model of assessing students is increasingly widespread and is pushed through so called reform efforts. This model includes take-home exams, homework and group work where the independence of the student’s work cannot be authenticated and is bankrolled worldwide by agencies such as the World Bank and the ADB under US influence. This paper surveys the extensive literature on academic cheating dating from the 1960s, confirms through a survey that the prevalent situation is unchanged and explains how the model works in real life, to serve as a warning to systems that blindly emulate the US model of assessment. The particular applicability of these observations to science and engineering courses is noted.	en_US
dc.language.iso	en	en_US
dc.publisher	Faculty of Science, University of Jaffna
dc.subject	Take-home exams	en_US
dc.subject	ethics	en_US
dc.subject	faculty assessments	en_US
dc.subject	curricular uniformity	en_US
dc.subject	grading	en_US
dc.title	Some Cautions on the US Model of Assessment in Engineering and Science	en_US
dc.type	Article	en_US