CRIS

Permanent URI for this communityhttps://scripta.up.edu.mx/handle/20.500.12552/1

Browse

Settings

Has files: YesSubject: search.filters.subject.Authentic assessment

Search Results

Now showing 1 - 2 of 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Challenge-Based Learning for Active Learning in Industrial Engineering Education
    (Emerald Publishing Limited, 2025)
    Palma-Mendoza, Jaime A.
    ;
    ;
    Arana-Solares, Ivan A.
    ;
    Franco-Herrera, Froylan
    This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Introduction to Active Learning and Authentic Assessment: Concepts and Applications
    (Emerald Publishing Limited, 2025)
    Vilalta-Perdomo, Eliseo
    ;
    Scroccaro, Alessandra
    ;
    ;
    Michel-Villarreal, Rosario
    This chapter describes the intentions and content of this handbook. This chapter also introduces the two main concepts addressed in this handbook: “Active learning” and “authentic assessment.” Concerning the latter concept, this chapter suggests a spectrum of authentic assessment, linked to different active learning approaches, from approaches highly immersive with real-world tasks to approaches with more simulated or contrived environments. This spectrum may help module designers identify which kind of active learning approach for authentic assessment would work better, considering the constraints, under which the module will operate, and the resources available. ©The authors ©Emerald.