Integrating essential learning outcomes and electronic portfolios: Recommendations for assessment of student growth, course objectives, program outcomes, and accreditation standards

2021 ◽  
Vol 2021 (166) ◽  
pp. 43-57
Author(s):  
Kerri L. Sowers ◽  
Shelly Meyers
Keyword(s):  
Learning Outcomes ◽  
Electronic Portfolios ◽  
Student Growth ◽  
Program Outcomes ◽  
Accreditation Standards ◽  
Course Objectives ◽  
Recommendations For Assessment

Integration of Course Learning Outcomes With Program Assessment for ABET Accreditation

2012 ◽  
Author(s):  
Shanzhong (Shawn) Duan ◽  
Kurt Bassett
Keyword(s):  
Learning Outcomes ◽  
Course Evaluation ◽  
Program Assessment ◽  
Learning Activities ◽  
Assessment Procedure ◽  
Program Outcomes ◽  
Course Assessment ◽  
Evaluation Form ◽  
Promising Tool ◽  
Course Objectives

This paper intends to discuss a course assessment procedure to link course learning outcomes to program outcomes for ABET accreditation requirements. ME 323 Vibrations is used as an example to demonstrate this course assessment procedure. The procedure begins with the development of course objectives and learning outcomes. Then course learning outcomes are directly mapped with the program outcomes. Mapped learning outcomes and program outcomes are integrated into the course syllabus, and shared with students. Students are required to read both of them as the first course assignment. Further, the course teaching contents and learning activities are developed according to the established course objectives. Achievements of students are evaluated according to a program assessment evaluation form. The current course evaluation results indicate that the approach provides a promising tool for ME course assessment per ABET requirements.

Development of Faculty Course Assessment Reports for ME Program ABET Accreditation

2009 ◽  
Author(s):  
Shanzhong Shawn Duan ◽  
Kurt Bassett
Keyword(s):  
Student Performance ◽  
Assessment Tool ◽  
Program Assessment ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Course Assessment ◽  
Course Objectives ◽  
Program Outcome ◽  
Outcome Criterion ◽  
Assessment Reports

The assessment of program outcomes for ABET accreditation has become a challenge for engineering programs nationwide. Various methods and approaches have been investigated to develop good practices for program assessment. At South Dakota State University (SDSU), an approach called Faculty Course Assessment Reports (FCAR) has been explored for mechanical engineering (ME) program assessment. FCAR provides an assessment tool to correlate the ME program outcomes with the outcomes of the core ME courses, and to evaluate student performance at the course level based on ABET outcome criterion. This process begins with the development of course objectives and outcomes. Then these course objectives and outcomes are directly mapped with the ME program objectives and outcomes respectively. Further the quantitative and qualitative details generated in the FCAR are lined up directly to ABET program outcome a to k criterion through FCAR rubrics. By use of the FCAR process, all ME program outcomes are evaluated at the course level based on the ABET program outcomes. The assessment results are being used for improvement of the ME curriculum. The process was developed to provide an effective tool for the ME program outcome assessment at the course level with reasonable effort.

Assessment in Music: A Practitioner Introduction to Assessing Students

2017 ◽  
Vol 36 (3) ◽  
pp. 20-28 ◽  
Author(s):  
John M. Denis
Keyword(s):  
Music Education ◽  
Learning Outcomes ◽  
Music Educators ◽  
Student Growth ◽  
Review Of Literature ◽  
Music Assessment ◽  
The Past ◽  
Accountability Movement

There has been an increased interest in documenting the growth and learning outcomes of students in all subjects in the past 20 years, and music education has not been immune to the accountability movement. Yet, in spite of the increased sociopolitical pressures put on educators, music has remained a difficult discipline to assess, which in turn has created tension between music educators and policymakers. This review of literature examines the basic nature of assessment in music education and discusses possible concepts and methods to improve practitioner understanding of student growth and learning. Topics include (a) What is assessment? (b) Why does assessment matter? (c) How do we assess in music? and (d) What challenges occur in music assessment?

scholarly journals Assessment of Student Learning in SocialWork Education: The Indiana Model

10.18060/14 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 128-151 ◽  
Author(s):  
Barry R. Cournoyer
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Integrated Approach ◽  
Student Learning Outcomes ◽  
Learning Objectives ◽  
Learning System ◽  
Learning Assessment ◽  
Accreditation Standards ◽  
Assessment Of Student Learning ◽  
Development Assessment

In this paper, the author discusses assessment of student learning in light of evolving accreditation standards. The author describes the Indiana Model—a comprehensive approach that includes: (a) a Course-Learning Objectives (CLO) classification system to organize and analyze the total array of course learning objectives addressed in a curriculum, (b) a direct Assessment of Student Learning system to demonstrate student learning outcomes, and (c) an indirect Assessment of Student Learning system to provide for the perspectives of consumers and other stakeholders. When integrated, the three systems may be used for curriculum analysis and development, assessment of student learning, and program evaluation—particularly in terms of student learning outcomes. The proposed integrated approach to student learning assessment addresses both university and professional accreditation standards.

Achieving Course Objectives And Student Learning Outcomes: Seeking Student Feedback On Their Progress

2013 ◽  
Vol 6 (3) ◽  
pp. 289
Author(s):  
Danni Song ◽  
Anne Loyle-Langholz ◽  
Jeanne L. Higbee ◽  
Zhou Zhou
Keyword(s):  
Focus Group ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Student Feedback ◽  
Course Objectives ◽  
Postsecondary Faculty

Most postsecondary faculty in the UnitedStates include course goals or objectives as key components of their syllabi. In addition to individual course objectives, manyinstitutions have identified institution-wide student learning outcomes(SLOs). This paper describes one facultymembers attempts to elicit feedback from students regarding their growthrelated to both course objectives and SLOs and provides the results from acourse evaluation and a focus group.

scholarly journals USE OF EPORTFOLIO TOOL FOR REFLECTION IN ENGINEERING DESIGN

2015 ◽  
Author(s):  
Ryan Clemmer ◽  
Jennifer Spencer ◽  
Dale Lackeyram ◽  
Jason Thompson ◽  
Bahram Gharabaghi ◽  
...  
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Electronic Portfolios ◽  
Group Project ◽  
Soft Skill ◽  
Graduate Attributes ◽  
The Third ◽  
Lecture Material ◽  
The University ◽  
Insight Into

Electronic portfolios (ePortfolios) can be a beneficial tool to facilitate student learning, evaluate learning outcomes and showcase skills and experience. At the University of Guelph, the School of Engineering piloted the use of ePortfolios within the third year design course of the engineering design sequence of courses. With the implementation of graduate attributes by the CEAB, more “soft skill” attributes like individual and teamwork, project management, and lifelong learning are important skills developed by students within the design courses and can be assessed within an ePortfolio environment.Students submitted guided reflections related to major deliverables within the course. The reflections were assessed for the level of insight through rubrics in the learning management system. Overall, students improved their ability to reflect and provided good insight into their learning and roles within their group project. The response to the reflections by students was mixed. Many students found value in reflecting on their experience while other students were frustrated by the method of filling the reflection form.In the future, the objectives for reflection should be made clearer with supplementary documentation to the lecture material. Adjusting the timing of the reflections to correspond to less stressful periods of the semester and improving the ePortfolio process will help with student engagement.

Sign in / Sign up

Export Citation Format

Share Document