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.

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.

New Assessment Practices in Mathematics

1996 ◽  
Vol 178 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Linda Schulman
Keyword(s):  
Learning Outcomes ◽  
Performance Standards ◽  
Assessment System ◽  
Assessment Process ◽  
Assessment Practices ◽  
National Council ◽  
Assessment Data ◽  
Mathematical Ideas ◽  
Mathematics Classrooms ◽  
Assessment Tasks

Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.

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.

Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review

2019 ◽  
Vol 199 (3) ◽  
pp. 111-127 ◽  
Author(s):  
K. Premalatha
Keyword(s):  
Outcomes Assessment ◽  
Assessment Methods ◽  
Quality Of Education ◽  
Program Outcomes ◽  
Detailed Survey ◽  
Outcome Based Education ◽  
Course Outcomes

In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.

scholarly journals ONE-YEAR OUTCOME-BASED ASSESSMENT AT RYERSON UNIVERSITY: LESSONS AND BEST PRACTICES

2012 ◽  
Author(s):  
Said M. Easa
Keyword(s):  
Best Practices ◽  
Assessment System ◽  
Assessment Process ◽  
Assessment Data ◽  
Engineering Programs ◽  
Leadership Structure ◽  
Working Groups ◽  
Structure Assessment ◽  
One Year ◽  
Future Program

A plan for assessing CEAB graduate attributes was executed on a pilot basis during 2010-2011 at Ryerson University. Based on the assessment results, improvements to the programs were recommended. The Faculty of Engineering, Architecture and Science (FEAS) at Ryerson University has eight engineering programs and seven science programs. The development of the CEAB assessment system was overseen by the FEAS Quality Assurance Council which includes several working groups. This paper presents the lessons and best practices gained during this one-year assessment. The best practices are related to the leadership structure, assessment elements, assessment methods, assessment data and results, and future program improvements. The presented best practices should be useful to the engineering programs that are planning to start or have already started the assessment process.

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.

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