ABET EC-2000 Assessment Using Outcome Portfolios

2004 ◽  
Author(s):  
Ever J. Barbero ◽  
Jacky C. Prucz ◽  
Larry E. Banta ◽  
Charles E. Stanley ◽  
Nilay Mukherjee
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Aerospace Engineering ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
West Virginia University ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Effective Use

A comprehensive implementation of outcome portfolios is presented. Outcome portfolios are assessment tools used by the authors to accomplish triangulation in the Accreditation Board for Engineering and Technology (ABET) EC-2000 assessment process. Systematic and effective use of outcome portfolios has provided us with a convenient, reliable, and powerful tool for assessing the level of achievement of our graduates on all the program outcomes for the Aerospace Engineering and Mechanical Engineering programs at West Virginia University. The objective of this paper is to describe our approach to assembling, assessing, and improving outcome portfolios as an essential outcome assessment tool under ABET Criterion 3. The process is illustrated in detail using outcome “k” [1] as an example. Assessment data are presented to support the hypothesis that survey data alone are inconclusive and that outcome portfolios provide additional, valuable information for program enhancement. A comparison between the assessment data for the two programs, Aerospace Engineering and Mechanical Engineering, is used to support our conclusions.

Direct Assessment of Course Outcomes: Strategies and Implementations for Mechanical Engineering Courses

2007 ◽  
Author(s):  
J. Zhou ◽  
P. Corder ◽  
K. Aung
Keyword(s):  
Outcome Assessment ◽  
Mechanical Engineering ◽  
Assessment Method ◽  
Assessment Process ◽  
Performance Criteria ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Direct Assessment ◽  
Course Grades ◽  
Course Outcomes

The process of outcome assessment has become a major tool for evaluation of mechanical engineering programs as required by ABET. There are many ways to conduct assessment of course and program outcomes, but the direct assessment method is preferable to all other methods such as course grades and student surveys. Outcome assessment process of courses involves many steps: identifying the performance criteria, collecting the appropriate data, processing the data based on performance criteria, interpreting the results, and deciding the remediation or corrective actions to take. In this paper, strategies and implementations of direct assessment of course outcomes in the Department of Mechanical Engineering are described and discussed. Application and results of these direct assessments relevant to the Senior Capstone Design course in the Mechanical Engineering curricula are presented as an example. The methodology and implementation discussed in this paper may be beneficial to similar curricula at other institutions.

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.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Assessment Process ◽  
Assessment Protocol ◽  
Graduate Attributes ◽  
The Third ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the third year of a studyat the University of Manitoba aimed at exploring how theCanadian Engineering Accreditation Board (CEAB)graduate attributes are manifested and measured in theFaculty of Engineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Electrical andComputer, and Mechanical Engineering were asked toconsider the presence of four attributes and theirsubsequent indicators in one engineering course taught inthe 2013-14 academic year. The attributes were: AKnowledge Base for Engineering, Individual and TeamWork, Impact of Engineering on Society and theEnvironment, and Economics and Project Management.Data were gathered using a self-administered checklist,which was introduced to instructors in a workshopsetting. The checklist has evolved over the three years inan effort to define student attribute competency levels andto create an assessment tool that meets the needs of boththe researchers and the instructors, as we work togetherto examine the graduate attributes in our courses andimplement an outcomes-based assessment protocol. Thedata from this third year give us the ability to report onhow the remaining four CEAB graduate attributes arepresently manifest and measured in our engineeringfaculty, to look for evidence of outcomes-basedassessment, to evaluate the checklist as an assessmenttool, and to reflect on the overall process.

scholarly journals The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes

2015 ◽  
Vol 2015 ◽  
pp. 1-13
Author(s):  
Salah-Addin B. Al-Omari ◽  
Qasem M. Al-Mdallal ◽  
Youssef El-Khatib ◽  
Basim Abu-Jdayil
Keyword(s):  
United Arab Emirates ◽  
Engineering Students ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Assessment Process ◽  
Performance Criteria ◽  
Mathematics Courses ◽  
Level Of Satisfaction ◽  
United Arab Emirates University ◽  
Course Outcomes

This paper deals with the mathematics courses offered to the engineering students at the United Arab Emirates University (UAEU). The paper focuses essentially on the level of achievement by the students of the outcomes of the mathematics and how this reflects on the satisfaction of the engineering ABET-outcomes. Mapping between the course outcomes of the different math courses offered at UAEU to engineering students and the engineering ABET criteria ((a)–(k)) was made. It is found that most of the ABET-outcomes are to a great extent in-line with the outcomes of our mathematics courses. This encourages us to use the achievement of the courses outcomes as an assessment tool for the engineering ABET-outcomes. We considered both direct and indirect assessment tools to assess the level of satisfaction of the math courses outcomes. The performances of the students according to both methods are then used to assess the achievements of the ABET-outcomes. The results generally show very good level of achievement of the outcomes, although few ABET-outcomes were not achieved well according to our performance criteria. Accordingly, we provide some comments and recommendations aiming at the improvement of the program.

scholarly journals THE POTENTIAL OF BIOCHEMISTRY EDUCATION APPS IN THE FORMATIVE ASSESSMENT

2015 ◽  
Vol 13 ◽  
pp. 27
Author(s):  
M. L. Oliveira ◽  
T. Silva ◽  
J. C.V. Garzón ◽  
E. Galembeck
Keyword(s):  
Formative Assessment ◽  
Metabolic Pathways ◽  
Teaching And Learning ◽  
Educational Software ◽  
Relevant Information ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
Effective Feedback ◽  
Process Material

Introduction and objectives: Apps can be designed to provide usage data, and most of them do. These data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how can it be used to map students’ behavior and to promote a formative assessment using educational software. The purpose of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors and students to improve the teaching and learning process. Thus, this modality aims to help both students and instructors to identify strengths and weaknesses that need to be developed. This study aimed to describe the potential of educational apps in the formative assessment process. Material and Methods: We have implemented assessment tools embedded in three apps (ARMET, The Cell and 3D Class) used to teach: 1) Metabolic Pathways; 2) Scale of the cellular structures, and 3) Concepts from techniques used in a Biochemistry Lab course. The implemented tools allow to verify on what issues there were recurring mistakes, the total number of mistakes presented, which questions they most achieved, how long they took to perform the activity and other relevant information. Results and conclusion: Educational apps can provide transparent and coherent evaluation metrics to enable instructors to systematize more consistent criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for preparation, tabulation and analysis of assessment data. This approach allows instructors to understand better where students struggle, giving to them a more effective feedback. It also helps instructor to plan interventions to help students to perform better and to achieve the learning objectives.

Automation Course With Direct Measures for ABET Outcomes Assessment

2007 ◽  
Author(s):  
Hakan Gurocak
Keyword(s):  
Outcomes Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Performance Criteria ◽  
Assessment Data ◽  
Program Outcomes ◽  
Course Outcomes ◽  
Direct Measures

This paper presents an assessment system developed for ABET accreditation. The system links program outcomes to course outcomes through a set of performance criteria. In each course, direct measures are used to assess how well the course outcomes are met. Assessment data from each course is then mapped to the program level to measure achievement of the program outcomes. First, details of the assessment process are explained with applications of the process to an automation course. Then, a brief overview of the course and laboratory content are provided.

scholarly journals CELBEST Project: Design and Implementation of the First Engineering Education-specific Assessment Tool for Professional Communicative Competence

2017 ◽  
Author(s):  
Cristina Fabretto
Keyword(s):  
Assessment Tool ◽  
Communicative Competence ◽  
Project Design ◽  
Program Outcomes ◽  
Undergraduate Program ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Challenges And Opportunities ◽  
Specific Assessment ◽  
Progressive Assessment

Following the 2010 review of engineering programs in Canada by the Canadian Engineering Accreditation Board (CEAB), the Faculty of Engineering and Applied Science at Memorial University introduced a number of changes to its undergraduate program in order to align with the new CEAB outcome-based accreditation approach [1-3]. As programs’ accreditation begun to be reviewed for progress toward assessment of graduate attributes (G.A.), the 12 graduate attributes as defined by the CEAB became de facto the undergraduate program outcomes at Memorial. This paper provides an overview of the Faculty’s approach to the development and progressive assessment of communication skills as Graduate Attribute (G.A.: 07) in such a way that is aligned with CEAB accreditation requirements while taking into account the unique challenges and opportunities inherent in its program.

The Attachment Style Interview (ASI): A Support-Based Adult Assessment Tool for Adoption and Fostering Practice

2008 ◽  
Vol 32 (3) ◽  
pp. 33-45 ◽  
Author(s):  
Antonia Bifulco ◽  
Catherine Jacobs ◽  
Amanda Bunn ◽  
Geraldine Thomas ◽  
Karen Irving
Keyword(s):  
Attachment Theory ◽  
Attachment Style ◽  
Social Care ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Assessment Process ◽  
Critical Element ◽  
Evidence Based ◽  
Health And Social Care ◽  
Guidance Department

Attachment theory is becoming increasingly influential across health and social care fields in providing explanations of individuals' capacities to achieve effective support, close partner relationships and good parenting of their own and others' offspring. Adoption and fostering services were among the first to use attachment theory to inform evidence-based practice. While it has been used for the assessment of parenting capacity and attachment insecurity in children, there has been little parallel development of standardised assessments for carers, especially in terms of partner relationship, close support figures and ability to access support. This is a critical element in determining suitability for adoption and fostering carer roles and post-placement support. The Attachment Style Interview (ASI — Bifulco et al, 2002a,b) provides such a tool and concurs with requirements identified for carers in DfES Practice Guidance (Department for Education and Skills, 2006). Antonia Bifulco, Catherine Jacobs, Amanda Bunn, Geraldine Thomas and Karen Irving explain the research background to the ASI and describe its growing use in the adoption and fostering assessment process. They also discuss the importance of using evidence-based and standardised assessment tools to maximise effective practice.

Assessment of EC2000 Criteria 3 (a)-(k) Program Outcomes

2005 ◽  
Author(s):  
H. I. Abu-Mulaweh
Keyword(s):  
Mechanical Engineering ◽  
Comprehensive Assessment ◽  
Assessment Process ◽  
Indiana University ◽  
Educational Objectives ◽  
Program Outcomes ◽  
Engineering Program ◽  
Senior Design ◽  
Design Projects ◽  
Purdue University

A comprehensive assessment process for EC2000 Criterion 3 (a)-(k) program outcomes of the mechanical engineering program at Indiana University-Purdue University Fort Wayne (IPFW) is presented. This assessment process is a part of an assessment plan that was developed by the author with some feedback from the faculty to assess the mechanical engineering educational objectives and program outcomes using internal and external measures. This process involves feedback from several parties that include: courses’ instructors (faculty), students, and graduating seniors, local industries that sponsor capstone senior design projects, and Fundamental of Engineering (FE) examination.

scholarly journals Development of High Order Thinking Skills Based Assessment Tools in Pancasila Course: Critical Digital Citizenship Oriented

2021 ◽  
Vol 12 (2) ◽  
pp. 136
Author(s):  
Triyani Triyani ◽  
Maryam Mustika ◽  
Sakman Sakman ◽  
Herry B Mantir
Keyword(s):  
Research And Development ◽  
Assessment Tool ◽  
Thinking Skills ◽  
Assessment Tools ◽  
Assessment Process ◽  
Expert Assessment ◽  
Research Report ◽  
Digital Citizenship ◽  
Daily Lives ◽  
Video Assessment

The purpose of this research and development is to develop a HOTS-based assessment tool oriented to critical digital citizenship on Pancasila as an ethical system and Pancasila as the basis for developing science and technology, namely the production of an assessment tool that focuses on higher-order thinking skills (HOTS) in students. The method used in this research is the type of development research (R&D) with stages of market needs analysis, development, testing, and product revision. The form of the implementation of this research can be described as (1) workshop on analysis of Pancasila course curriculum (learning outcomes, material substance, assessment tools that have been developed; (2) workshop on development of HOTS-based assessment tools in Pancasila courses oriented towards critical digital citizenship ; (3) FGD expert validation; (4) trial of HOTS-based assessment tool in Pancasila course is oriented towards critical digital citizenship; and (5) preparation of the final research report. The results of this research and development that is based on expert assessment (expert) to the assessment tool were developed which got a mean score of 3.6 in both categories so that used for the assessment process. Based on the results of trials and reflections on the HOTS-based assessment tool oriented to critical digital citizenship, it was found that, First, students are happier when learning uses audio-visual. Second, the learning video assessment tool makes them better understand in analyzing phenomena that occur in society related to the actualization of Pancasila values ​​in their daily lives and environment. Third, the questions contained in the video make students think critically. Fourth, this learning video makes students understand and realize that there are still many students ignorant in their actions to be able to apply the values ​​of Pancasila.

Sign in / Sign up

Export Citation Format

Share Document