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 Assessing Social Work Students On Practicum at the United Arab Emirates University (UAEU): Challenges and Implications.

2021 ◽  
Vol 17 (3) ◽  
pp. 31-46
Author(s):  
TAGHREED MAHMOUD Abu Sarhan ◽  
Prospera Tedam
Keyword(s):  
Social Work ◽  
Social Workers ◽  
United Arab Emirates ◽  
Social Work Students ◽  
Gender Segregation ◽  
Assessment Methods ◽  
Field Education ◽  
Assessment Tools ◽  
Assessment Process ◽  
United Arab Emirates University

Assessing Social Work Students On Practicum at the United Arab Emirates University (UAEU): Challenges and Implications. Dr. Taghreed M. Abu Sarhan¹ (Director of Field Education)Dr Prospera TedamSocial Wellbeing Dept. UAEUContact: [email protected] Social Work program at the United Arab Emirates University (UAEU) is the first and the only program-training students for Masters in Social Work (MSW) in the United Arab Emirates. MSW students are required to undertake 500 hours of practice in the field MSW while Bachelor in Social Work (BSW) students are required to complete 400 hours of practicum.This paper outlines both BSW and MSW practicum courses and examines the assessment tools and methods that contribute to their readiness for practice upon qualifying.  The authors explore the framework in practicum settings in the UAE and critically reflect on the challenges of the current assessment methods in preparing professional social workers for practice upon graduation. The absence of service user contribution in the assessment process is considered a major disadvantage to the holistic development of social workers in the UAE and will be examined.  Significantly, the two authors who are both female address the issue of gender within the context of assessment due to gender segregation in field practicum linked to the cultural and religious requirements in the UAE.  The paper concludes with a number of recommendations to improve the assessment of social work students at both BSW and MSW levels at the United Arab Emirates University.Keywords: Social Work, Practicum, UAEU, Assessment methods, BSW and MSW. 

scholarly journals AN EXAMPLE OF ABET ACCREDITATION PRACTICE OF MECHANICAL ENGINEERING PROGRAM AT UAE UNIVERSITY

2019 ◽  
Vol 7 (8) ◽  
pp. 387-401
Author(s):  
Emad Elnajjar ◽  
S.-A.B. Al Omari ◽  
Farag Omar ◽  
Mohamed YE. Selim ◽  
AHI Mourad
Keyword(s):  
Learning Outcomes ◽  
United Arab Emirates ◽  
Mechanical Engineering ◽  
Student Learning Outcomes ◽  
Assessment Tools ◽  
Indirect Assessment ◽  
Engineering Program ◽  
Engineering And Technology ◽  
United Arab Emirates University

This paper focuses on the Mechanical Engineering Program (MEP) at United Arab Emirates University (UAEU) as a case study in terms of consistent accreditation by the internationally recognized Accreditation Board for Engineering and Technology, Inc. (ABET), where significant proportions of the study give attention towards the recent records of accreditation; granted in 2016. The paper describes the program educational objectives (PEOs), the student learning outcomes (SOs), and the curriculum, direct and indirect assessment tools of the SOs and it’s mapping to the PEO, and the level of attainment achieved is addressed through a case study example.

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.

The Challenge Course Experience Questionnaire: A Facilitator’s Assessment Tool

2017 ◽  
Vol 40 (3) ◽  
pp. 295-307 ◽  
Author(s):  
David P. Schary ◽  
Alexis L. Waldron
Keyword(s):  
Assessment Tool ◽  
The United States ◽  
Assessment Tools ◽  
Challenge Course ◽  
Course Experience Questionnaire ◽  
Confirmatory Factor ◽  
Course Experience ◽  
Specific Assessment ◽  
Course Outcomes ◽  
Experience Questionnaire

Challenge course programs influence a variety of psychological, social, and educational outcomes. Yet, many challenges exist when measuring challenge course outcomes like logistical constraints and a lack of specific assessment tools. This study piloted and tested an assessment tool designed for facilitators to measure participant outcomes in challenge course programs. Data collection occurred in three separate but related studies with participants in two different challenge course environments from two regions of the United States. Through confirmatory factor analysis, a two-factor structure in challenge course participation was supported. The Challenge Course Experience Questionnaire (CCEQ) consists of challenge course participants’ (a) individual experience and (b) feelings of group support. During the first study, the structure was created and initial evidence of reliability was indicated. The second study examined the structure and reliability with a similar population. The third study confirmed the structure and reliability using a different population and challenge course program. The CCEQ is a preliminary step toward helping challenge course professionals improve their programming through statistical evaluation of desired outcomes.

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.

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.

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 Risk Assessment Tools for Enterprises

2021 ◽  
Vol 18 (5) ◽  
pp. 38-47
Author(s):  
Yu. V. Trifonov ◽  
E. A. Fomina
Keyword(s):  
Risk Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Assessment Tools ◽  
Quantitative Risk Assessment ◽  
Assessment Process ◽  
Risk Indicator ◽  
Additional Tool ◽  
Risk Assessment Tools ◽  
Complex Integral

Th e purpose of this article is to develop tools for assessing the risks of enterprises, used both to assess the current activities of enterprises and during the implementation of investment proj-ects. It is supposed to be used both as the main risk assessment tool, for example, for small and medium-sized enterprises, and as an additional tool, mainly for large enterprises, for making a preliminary decision on the feasibility of the project. Th e developed tools include a comprehen-sive risk assessment system, which provides a fundamental basis for calculations, and a soft ware product that signifi cantly optimizes the calculations of a complex integral risk indicator. Th e risk assessment system represents individual risks, grouped by 51 risk groups. Making calculations using the developed risk assessment tools involves assigning to each risk the characteristics of assessing the level of infl uence by selecting the characteristic most appropriate to the current level of risk. A standard version of indicators is proposed for each risk and characteristics cor-responding to "high", "elevated", "medium", "moderate" and "low" risk levels. Based on the results of the analysis, a complex integral risk indicator is formed, which is a quantitative risk assessment, which allows you to classify an enterprise into one of three groups: "eff ective enterprise / project", "enterprise / project requiring improvements", "ineffi cient enterprise". To optimize the calcula-tions, the authors have developed a soft ware product that allows for analysis with a signifi cant reduction in the time spent on its implementation. In general, the use of the developed risk as-sessment system and tools makes it possible to signifi cantly optimize the risk assessment process and reduce the costs of analisys.

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.

scholarly journals Assessment Tools for the Evaluation of the Level of Attainment of a Student Outcome Related to Entrepreneurial Activities

2017 ◽  
Vol 5 (4) ◽  
pp. 17-27
Author(s):  
Osama Ahmed Abu Zeid ◽  
Farag Khalifa Omar ◽  
Jwan Alkhalil ◽  
Bobby Mathew
Keyword(s):  
United Arab Emirates ◽  
Assessment Tools ◽  
Student Outcome ◽  
Achievement Level ◽  
Indirect Assessment ◽  
Exit Survey ◽  
Engineering Department ◽  
United Arab Emirates University ◽  
Graduation Project ◽  
Entrepreneurial Activities

Mechanical engineering department at the United Arab Emirates University has added to the ABET student outcomes an additional outcome - “l: a recognition of the need for and an ability to engage in entrepreneurial activities”. This paper details the assessment tools employed in measuring the level of attainment of this student outcome as well as implementation approach. Several direct and indirect assessment tools are developed for measuring the level of attainment of this additional outcome. Direct assessment is carried out through courses, graduation project, and industrial training while indirect assessment is executed through student exit survey, employer survey, alumni survey, and faculty opinion. The average achievement level of this additional outcome, between 2011 to 2014, among graduates is 3.8/5.

Sign in / Sign up

Export Citation Format

Share Document