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.

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.

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.

Implementing a Robust, Yet Straightforward, Direct Assessment Process That Engages 100% of the Faculty

2009 ◽  
Author(s):  
Juan C. Morales
Keyword(s):  
Assessment Process ◽  
Performance Criteria ◽  
Program Outcomes ◽  
Student Work ◽  
Direct Assessment ◽  
Program Outcome ◽  
Faculty Survey ◽  
Closing The Loop ◽  
Faculty Meeting ◽  
Effective Assessment

This paper discusses a straightforward direct assessment process that has created an atmosphere in which outcomes assessment is conducted to truly strive to improve engineering education rather than to merely satisfy ABET criteria. It has been implemented only during the last 18 months but represents the latest improvement in a sustained six-year effort to implement an effective direct assessment process. The key component of the methodology is to use the learning objectives of each of the engineering courses as the performance criteria for assessment at the program-level. Each course objective is mapped to a program outcome and to the student work to be assessed. The assessment of student work is performed with rubrics. The course-level assessment measurements, that map into a specific program outcome, are then averaged in a spreadsheet to obtain program-level results for each of the program outcomes. The process is conducted every semester, including a closing-the-loop faculty meeting to evaluate the results. It is shown through a faculty survey that the response of the faculty, in general, has surprisingly been very positive, even though the average time to conduct the assessment is high: 9.22 hours per course per semester. The assessment results clearly reveal areas that need strengthening in the courses, as well as areas that can be de-emphasized. In turn, the integrated results also provide valuable information regarding the state of each outcome at the program-level. Although additional work is required to enhance the process, the results of this investigation suggest that a strong assessment component at the course-level — not directly required by ABET — can be the basis for achieving a sustainable and effective assessment process at all levels. Instead of creating a separate set of performance criteria for each outcome, the direct link between course objectives and program-level outcomes provides a straightforward and efficient mechanism to effectively manage continuous improvement efforts while fully engaging 100% of the faculty.

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.

Pre-Assessment is Key to Success for Direct Assessment in Integrity Management Programs

2004 ◽  
Author(s):  
Alberto Valdes ◽  
Richard McNealy
Keyword(s):  
Assessment Method ◽  
Management Program ◽  
Gas Pipeline ◽  
Assessment Process ◽  
Practical Consideration ◽  
Direct Examination ◽  
Effective Utilization ◽  
Direct Assessment ◽  
Integrity Management ◽  
Pipeline Safety

Direct Assessment is allowed under the new Gas Pipeline Integrity Management Rules published by the Office of Pipeline Safety as an assessment method subject to specific applicability restrictions, direct examination criteria and restrictions to re-inspection intervals. The final developed costs for implementing direct assessment is largely dependent upon the extent of direct examination that in turn is a function of the pipeline condition and actual threats discovered and validated. Effective utilization of Direct Assessment within an Integrity Management Program is dependent upon the recognition of the value inherent in the Pre-Assessment Stage of the Direct Assessment Process as defined by the Rule, in which, threats are predicted, applicability confirmed and as a result of data and risk analysis, it is possible to estimate the condition of the pipeline to determine if the use of Direct Assessment is a practical consideration as well as permitted under the Gas Pipeline Integrity Management Rule.

scholarly journals Evaluating COs of computer programming course for OBE-based BSc in EEE program

2020 ◽  
Vol 12 (2) ◽  
pp. 86-99
Author(s):  
Muhibul Haque Bhuyan ◽  
Azwad Tamir
Keyword(s):  
Engineering Students ◽  
Evaluation Method ◽  
Computer Programming ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Electronic Engineering ◽  
Target Set ◽  
Simple Evaluation ◽  
Course Outcomes

It is an important and challenging task to develop concepts and skills of undergraduate engineering students in computer programming course and hence their evaluation on higher order skills. Already several methods are developed to evaluate the students of this course for various engineering programs, but a method for undergraduate electrical and electronic engineering (EEE) program was not found in the literature. In this paper, a simple evaluation method for the students of computer programming course of undergraduate EEE (BSc in EEE) program has been reported using result-oriented learning. Detail methodology, course syllabus design, course outcomes (COs) and mapping it with program outcomes (POs) of BSc in EEE, question setting following Bloom’s taxonomy, laboratory experiment, assessment plan, course and PO evaluation data and graphs have been presented along with relevant statistics. All data are presented for a cohort of students who took this course in summer 2019 Semester at EEE Department of Southeast University. It has been observed that the target set by the course teacher has been achieved by the students. Recommendations of the course teacher for further improvement of the COs’ achievement have also been presented. Keywords: CO evaluation, programming course, OBE

scholarly journals A Novel Fuzzy Based Assessment Method for Learning Outcomes

2019 ◽  
Vol 8 (4) ◽  
pp. 1665-1669
Keyword(s):  
Student Performance ◽  
Assessment Method ◽  
Program Outcomes ◽  
Student Centered ◽  
Outcome Based Education ◽  
Assessment Activity ◽  
Class Room ◽  
Teaching Learning ◽  
Course Outcomes ◽  
And Behavior

Outcome based education (OBE) is a recent development in student-centered teaching-learning model that emphases on measuring student performance through outcomes. Outcomes include knowledge, skills and attitudes suggested in Blooms taxonomy. The OBE approach encourages students to become active learners because it focusses on student attainment in comparison to teacher-centered learning approach. The level of the attainment of Course Outcomes (COs) is the indicator of the skill, knowledge and behavior that students acquired at the end of the course. In Outcome Based Education every activity performed in the class room is linked with the measurable course outcomes. In this paper, we present an effective fuzzy based approach to assess the attainment of outcomes by mapping every assessment activity performed in the class room with the Course Outcomes (CO) and eventually to Program Outcomes (PO). The attainments of outcomes by the students are also expressed as fuzzy memberships which can also be represented graphically. The entire work is based on the OBE implementation case study of Marian College Kuttikkanam, (MCK)

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 Program Outcomes Assessment Method for Multi-Academic Accreditation Bodies: Computer Science Program as a Case Study

2017 ◽  
Vol 12 (05) ◽  
pp. 23
Author(s):  
Hikmat Awad Mohammad Abdeljaber ◽  
Sultan Ahmad
Keyword(s):  
Computer Science ◽  
Accreditation Body ◽  
Assessment Method ◽  
Vital Role ◽  
Learning Objectives ◽  
Assessment Process ◽  
Science Program ◽  
Educational Objectives ◽  
Program Outcomes ◽  
Learning And Teaching

In educational community, assessment process focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Therefore, a well-established assessment process plays a vital role for improving program outcomes which, in turn, results in fulfilling program educational objectives. However, such a process entails setting well-defined courses learning objectives, program outcomes, and program educational objectives. In addition, an effective assessment method is needed for measuring the extent that program outcomes meet academic accreditation body criteria. This measurement is performed by mapping courses learning objectives with program educational objectives passing through program outcomes. Such mapping for just one academic accreditation body is a straightforward process and involves no complications. However, a coherent assessment method is required for multi academic accreditation bodies. The approach of mapping program outcomes across criteria of multi academic accreditation bodies is likely a promising key for addressing this issue. The proposed assessment method along with the assignments and practices used for evaluating students’ performance such as quizzes and exams, and the associated action plans and recommendations for improvements are crucial steps for the overall assessment process. Findings based on the results of samples taken from a number of students for some courses of computer science program show the flexibility and effectiveness of the proposed assessment method.

scholarly journals An Indirect Evaluation of Program Educational Objectives and Student Outcomes for Engineering Programs: A Case Study

2020 ◽  
Vol 10 (5) ◽  
pp. 6209-6213
Author(s):  
S. M. A. Ghaly
Keyword(s):  
Objective Assessment ◽  
Assessment Method ◽  
Educational Objectives ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Indirect Assessment ◽  
Assessment Plans ◽  
Indirect Evaluation ◽  
Assessment Results

Outcome and objective assessment is a method for determining whether students and graduates have learned, have retained, and can apply what they have been taught. Assessment plans have to include a statement of educational objectives, measurements of attainment of the objectives, and use of the assessment results for continuous improvement. In this paper, the experience of the Electrical Engineering program at Al-Imam Mohammad Ibn Saud Islamic University is used as an example of how an indirect assessment method is established and implemented. Many surveys have been used and contributed to the numerical analysis for the indirect assessment of the program outcomes and achievements. The indirect assessment results indicate that the target levels are achieved for all the seven program outcomes and the three objectives that have been considered.

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