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- W2596317372 abstract "The purpose of this study was to investigate identifiable differences between performance and cognitive assessment scores in a 3-D modeling unit of an engineering drafting course curriculum. The study aimed to provide further investigation of the need of skill-based assessments in engineering/technical graphics courses to potentially increase accuracy in evaluating students’ factual and conceptual knowledge in preparation for the workplace. The study consisted of 92 high school students enrolled in Drafting IIEngineering. Students were administered existing assessment Nolan Fahrer is an Engineering Drafting teacher at Athens Drive High School in Raleigh, North Carolina. He can be reached at nefahrer@ncsu.edu. Jeremy Ernst is an Assistant Professor at Virginia Polytechnic Institute and State University. He can be reached at jvernst@gmail.com. Theodore Branoff is an Associate Professor at North Carolina State University. He can be reached at Ted_branoff@ncsu.edu. Aaron Clark is an Associate Professor at North Carolina State University. He can be reached at Aaron_clark@ncsu.edu. Performance and Cognitive Assessment in 3-D Modeling 69 items provided in the 3-D Modeling unit of the Drafting IIEngineering curriculum. The results provided evidence that there were no significant differences between performance and cognitive assessment in the particular unit; however, it is necessary to further develop and implement performance-based assessments in Career & Technical Education that require students to exhibit both skills and knowledge." @default.
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- W2596317372 date "2011-01-01" @default.
- W2596317372 modified "2023-09-26" @default.
- W2596317372 title "Performance and Cognitive Assessment in 3-D Modeling" @default.
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- W2596317372 doi "https://doi.org/10.30707/jste48.1fahrer" @default.
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