Science and Engineering Ethics 20 (1):249-260 (2013)

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Abstract
Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students’ case responses in computational modeling and research ethics
Keywords Ethics education  Assessment  Computational modeling cases  Research ethics
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Reprint years 2014
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DOI 10.1007/s11948-013-9428-5
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Assessing Graduate Student Progress in Engineering Ethics.Michael Davis & Alan Feinerman - 2012 - Science and Engineering Ethics 18 (2):351-367.

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