PREFACE
CONTINUING FEATURES OBJECTIVES
This text remains structured around a sequence of carefully defined cognitive learning objectives and related evaluation tools based on Bloom’s Taxonomy of Educational Objectives. The initial learning objectives focus on enabling skills at the knowledge, comprehension, and application levels of the taxonomy that we call ChapterLearningObjectives.Asstudentsdemonstratemasteryoftheselowerlevels, they are introduced to higher level objectives involving analysis, synthesis (design), and evaluation. Each learning objective is explicitly stated in terms of expected studentproficiencyinthehomeworksections,andeachisfollowedbyatleast 10homework problems specifically designed to evaluate student mastery of the objective. This framework has been a standard feature of all eight editions of this book and has allowed us to maintain a consistent level of expected student performance over the years. We also list our objectives in the chapter openers to orient the student to
theexpectedoutcomes.Theseobjectivesmakeiteasiertoassessstudentlearningand prepare for accreditation reviews. To fulfill ABET Criterion 3: The program must have documented student outcomes that prepare graduates to attain the program educational objectives. And to fulfill Criterion 4: The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the continuous improvement of the program. Other available information may also be used to assist in the continuous improvement of the program. Read More Or Download
Every homework section ends with several integrating problems that test mastery of concepts that cover several objectives. These more in-depth problems test whether thestudentnotonlyhasmasteredindividualobjectivesbutalsowasabletointegrate knowledge across several objectives.
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