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A conceptual model for e-assessing student Learning in Engineering Education

This paper describes a conceptual model to align Learning Outcomes in Engineering Education with assessment strategies based on e-learning. The model was developed using Bloom's revised taxonomy and includes three main components: defining of learning outcomes in Engineering Education; selection and description of assessment methods and e-assessment strategies; alignment of intended Learning Outcomes and assessment. The model was implemented and practical tools were developed and tested using a case-study approach. Results and first conclusions will be presented.