Design of Assessment Information System for Program Accreditation

2016 ◽  
Vol 5 (1) ◽  
pp. 8-22
Author(s):  
Arif Bhatti ◽  
Irfan Ahmed
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Program Assessment ◽  
Academic Programs ◽  
Assessment Data ◽  
Web Based ◽  
Course Assessment ◽  
Program Accreditation ◽  
Web Based System

Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

Design of Assessment Information System for Program Accreditation

2020 ◽  
pp. 291-306
Author(s):  
Arif Bhatti ◽  
Irfan Ahmed
Keyword(s):  
Information System ◽  
Flow Control ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Program Assessment ◽  
Academic Programs ◽  
Web Based ◽  
Course Assessment ◽  
Program Accreditation ◽  
Web Based System

Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

Evaluating the Satisfaction of ABET Student Outcomes from Course Learning Outcomes through a Software Implementation

2012 ◽  
Vol 2 (3) ◽  
pp. 21-33 ◽  
Author(s):  
Muhammad Hasan Imam ◽  
Imran A. Tasadduq
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
Software Package ◽  
Student Outcomes ◽  
Simple Approach ◽  
Software Implementation ◽  
Assessment Data ◽  
Program Satisfaction ◽  
The Subject ◽  
Conversion Formula

Continuous improvement procedure to attain a certain level of program satisfaction is mainly based on the evaluation of ABET Student Outcomes (SOs) satisfaction in various courses. The satisfaction of a given SO is indicated by percentage of students obtaining a prescribed level of success in direct assessments. It is difficult for average instructors to design reliable assessments addressing the SOs because their focus in teaching is on Course Learning Outcomes (CLOs) that are related directly to the subject matter. To resolve this issue, a simple approach is presented to convert CLO-based assessment data to SO-based data through the CLO-SO map and a conversion formula. A software package “CLOSO” developed to implement this idea is described. The software automates the evaluation of CLO and SO satisfaction thereby enhancing the reliability of assessment data and saving instructor’s time significantly and generates summary reports for ABET course files.

scholarly journals A Proposed Web-based System to Evaluate the Performance of Course Learning Outcomes Based on Educational Process: By Using Ordinal Scale Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 845-858
Author(s):  
Osman A. Nasr ◽  
Keyword(s):  
Performance Evaluation ◽  
Learning Outcomes ◽  
Educational Process ◽  
Ordinal Scale ◽  
Web Based ◽  
Active Involvement ◽  
Scale Method ◽  
Assessment Policies ◽  
Web Based System ◽  
Academic Cycle

This study aims to develop a web-based system that evaluates the teaching process based on the course learning outcomes. It includes the active involvement of both the course teacher and the enrolled students on the course. Usually, the teacher delivers the course contents by following the course specification and the course learning outcomes. Here, the teacher is a source of equipping students with all the necessary information about the course and the assessment policies. The students participate in the scheduled assessments, and the teacher evaluates students’ performances based on the course learning outcomes. Significantly, the presented study applies the ordinal scale method for evaluating the students’ performances in the conducted assessments. The students’ performances are measured, and the outcomes help the teacher understand the students' learned skills of the course. Further, the result of the measured outcomes uses for the program performance evaluation at the end of the academic cycle. The presented approach is easy to adapt for any academic course in higher education and enables an effective approach for performance evaluation.

Building the Entrepreneurial Mindset Through Cross-Functional Innovation Teams

2019 ◽  
Vol 3 (1) ◽  
pp. 41-59 ◽  
Author(s):  
Mary Schoonmaker ◽  
Robert Gettens ◽  
Glenn Vallee
Keyword(s):  
Learning Outcomes ◽  
Student Outcomes ◽  
Engineering Students ◽  
Assessment Tool ◽  
Student Learning Outcomes ◽  
Engineering Student ◽  
Course Assessment ◽  
Course Changes ◽  
Functional Teams ◽  
Development Course

This learning innovation article’s purpose is to provide educators with a course assessment tool that can be used to improve student outcomes in an undergraduate, production innovation, and development course, comprised of cross-functional teams (business and engineering students). We demonstrate how over a period of three years, we used the assessment tool to help make course changes that would influence student learning outcomes. In addition, we illustrate how the tool helped us to focus on particular student skills, make specific changes targeted at selected skills, and measure if these course changes were effective with engineering student outcomes.

scholarly journals OBACIS: Outcome Based Analytics and Continuous Improvement System

2017 ◽  
Author(s):  
Mohamed A. Ismail
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
User Interfaces ◽  
Integrated System ◽  
Categorical Analysis ◽  
Course Assessment ◽  
Graduate Attributes ◽  
Multiple User ◽  
Data Compilation ◽  
Data Informed

In this paper, an integrated system for outcome-based assessment and continuous improvement is presented. The system is designed and implemented as a suite of three integrated Apps: An Excel-App for creating Auto Grading Sheets (AGSs); a Web-App for building assessmenttrees, updating server database(s), uploading associated documents, and conducting surveys; and a Win-App for program-wide and faculty-wide OBA data compilation, performance analysis, and data-informed continuousimprovement. The proposed system adopts a bottom-up approach for building assessment trees that define the structure and the smart logic embedded in AGSs. Some course assessment activities, possibly all, are mapped to graduate attributes, more precisely indicators, and course learning outcomes. The proposed system analyzes the collected datafrom three different views: 1) Categorical Analysis view (CAs), 2) Learning Outcomes Analysis view (LOAs), and 3) Graduate Attributes Analysis (GAAs) view. The paper presents some principles related to the proposed system, demonstrates its multiple user interfaces, and digs more intoOBA analytics and its proposed closed-loop continues improvement process. The objective of the proposed system and its underlying framework is to set new grounds for the accreditation process by making it more appealing, more economical, and more fruitful for all involved stakeholders.

scholarly journals Assessing and Evaluating Learning Outcomes of the Information Systems Program

2017 ◽  
Vol 4 (4) ◽  
pp. 524 ◽  
Author(s):  
Mirna Nachouki
Keyword(s):  
Information Systems ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Program Assessment ◽  
Academic Programs ◽  
Departmental Level ◽  
Remedial Actions

<p class="Newparagraph"><em>Program assessment is an essential procedure of academic programs accreditation review. As such, it is a cornerstone of quality, enhanced education. At Ajman University, the process of assessing and evaluating courses is done at the departmental level. This paper describes a model that the Department of Information Systems uses to assess the achievement of its program learning outcomes. This model enables the measurement of the level of achievement of each learning outcome to identify areas for improvement in students’ performance and suggest remedial actions in consultation with faculty concerned. The results of program assessment are used to suggest changes to curricula and courses structure and content to be implemented in the following reaccreditation cycles when these changes are considered substantial.</em></p>

Panel Discussion: Preparing for Undergraduate Information Technology Program Accreditation

10.28945/3193 ◽  
2008 ◽  
Author(s):  
Alex Koohang ◽  
Liz Riley ◽  
Richard Spiers ◽  
Kevin Floyd ◽  
Julie Santiago ◽  
...  
Keyword(s):  
Information Technology ◽  
Continuous Improvement ◽  
Panel Discussion ◽  
Academic Programs ◽  
Technology Program ◽  
Program Accreditation ◽  
State College ◽  
Program Outcome ◽  
Engineering And Technology ◽  
Professional Disciplines

This panel will inform the audience about an undergraduate IT program's preparation and process for ABET accreditation. The School of Information Technology at Macon State College is seeking accreditation from the Accreditation Board of Engineering and Technology (ABET). ABET accredits academic programs that prepare graduates for entry into the following professional disciplines: 1) applied science, 2) computing, 3) engineering, and 4) technology. (http://www.abet.org). Specifically, the panel will discuss three themes essential in preparing the IT program for ABET accreditation. They are: 1) program educational objectives, 2) program outcome, and 3) program continuous improvement.

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.

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