Estimating Attainment of Course Outcomes (COs) and Program Outcomes (POs) in the Digital Age

2021 ◽  
pp. 179-191
Author(s):  
Nitin Tyagi ◽  
Manjula Jain ◽  
Sandeep Gupta ◽  
Shekhar Singh ◽  
Krishan Kumar Saraswat
Keyword(s):  
Digital Age ◽  
Program Outcomes ◽  
Course Outcomes

scholarly journals AUTOMATED TOOLS FOR MULTI-CAMPUS UNIVERSITY COURSE ASSESSMENT

2013 ◽  
Author(s):  
Amin Haj-Ali ◽  
Adnan Harb ◽  
Samih Abdul-Nabi ◽  
Hisham Elhage ◽  
Bassam Hussein
Keyword(s):  
Teaching Quality ◽  
University Teaching ◽  
Program Outcomes ◽  
Statistical Tool ◽  
Course Assessment ◽  
Program Outcome ◽  
Automated Tools ◽  
Course Outcomes ◽  
University Course ◽  
The University

To improve the university teaching quality, and towards ABET accreditation, it is imperative to assess each course offered and provide feedback to instructors to evaluate the course outcomes and their relationship to the overall program outcomes in order to enhance the teaching methodologies and techniques. This paper aims at presenting the automation of the course assessment in the multi-campus common exams Lebanese International University by introducing two dynamic Excel Tools. The first one is the course section grading tool used by the instructor to evaluate his students and generate an assessment report. The second tool is the statistical tool that collects all class sections data and provides a statistical report including the course outcomes scores and the score of each program outcome. The coordinator uses this report to analyze the results, synthesizes the instructor recommendations, and proposes corrective actions to close the loop of continuous improvement.

A Comparative Study of Existing Mechanisms for Implementation of OBE in Various Countries

2021 ◽  
pp. 198-210
Author(s):  
Sanjiv Sharma ◽  
Pratistha Dwivedi
Keyword(s):  
Comparative Study ◽  
Model Comparison ◽  
Literature Survey ◽  
Program Outcomes ◽  
Individual Level ◽  
Outcome Based Education ◽  
Student Expectation ◽  
Student Centred Learning ◽  
Course Outcomes ◽  
Self Learning

Outcome-based education (OBE) provides effective ways for enhancing the employability of students enrolled in any program using attainment of predetermined outcomes. Literature survey reveals that OBE-based approaches to education adopt various methods for assessing direct and indirect course outcomes designed for achieving intended program outcomes, program educational objectives, mission and vision of institute. This chapter disseminates knowledge scientifically observed as analytical ways to efficient implementation of outcome-based education in various countries and compare the same for identification of effectiveness. The goals of OBE are achievement of similarities between student expectation and knowledge received through course items delivery of a teacher based on student-centred learning model, comparison of attainment of outcomes at institute and individual level, involvement of students for self-learning.

Machine Learning Techniques for Enhancing Student Learning Experiences

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
R R Tribhuvan ◽  
T. Bhaskar
Keyword(s):  
Machine Learning ◽  
Recommendation System ◽  
Academic Staff ◽  
Learning Experiences ◽  
Adaptive Methods ◽  
Faculty Members ◽  
Machine Learning Algorithms ◽  
Machine Learning Techniques ◽  
Program Outcomes ◽  
Course Outcomes

Outcome-based learning (OBL) is a tried-and-true learning technique based on a set of predetermined objectives. Program Educational Objectives (PEOs), Program Outcomes (POs), and Course Outcomes are the three components of OBL (COs). Faculty members may adopt many ML-based advised actions at the conclusion of each course to improve the quality of learning and, as a result, the overall education. Due to the huge number of courses and faculty members involved, harmful behaviors may be advocated, resulting in unwanted and incorrect choices. The education system is described in this study based on college course requirements, academic records, and course learning results evaluations is provided for anticipating appropriate actions utilizing various machine learning algorithms. Dataset translates to different problem conversion methods and adaptive methods such as one-versus-all, binary significance, naming power set, series classification and custom classification ML-KNN. The suggested recommender ML-based system is used as a case study at the Institute of Computer and Information Sciences to assist academic staff in boosting learning quality and instructional methodologies. The results suggest that the proposed recommendation system offers more measures to improve students' learning experiences.

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 ASME Student Design Contest as a Transitional Design Experience

2005 ◽  
Author(s):  
Robert Choate ◽  
Kevin Schmaltz
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Rapid Prototype ◽  
Design Teams ◽  
Program Outcomes ◽  
Design Component ◽  
The Past ◽  
Cad Models ◽  
Course Outcomes ◽  
Design Experience

Teams of Mechanical Engineering students at Western Kentucky University (WKU) participate in the ASME Student Design Contest (SDC) as a component of a Junior Design course. The required course activities include a design review, a mock contest at WKU, and project documentation. Students are also given the option of attending the Regional Conference SDC. Over the past two years, every team has participated at the Regional SDC, with 19 of 27 students attending. Both the 2004 and 2005 WKU teams won the regional competition. The Junior Design course uses the SDC as an intermediate component of a Professional Plan developed and implemented by the WKU ME faculty to assure that program graduates have experienced key areas of the engineering profession and demonstrated the ability to perform in a professional manner. The Professional Component consists of Engineering Design, Professional Communications, Professional Tools, and Ethics. Students receive instruction and practice in all four areas at least once per academic year. With the Engineering Design sequence, freshmen individually build an artifact, sophomores function in design teams, and juniors extend the design experience to an external audience. Technical rigor and faculty expectations obviously rise at each level. The goal is for seniors to be prepared to implement an industry-based project subject to realistic constraints and customer needs. As one of the two design projects in the Junior Design course, the SDC provides a structured design experience with an external flavor. Student teams must demonstrate both problem solving under constraints as well as creativity. To reinforce the economic aspects of design, teams are given a budget, and must fund over expenditures themselves. In addition to the design component of the SDC, the project also includes Professional Communications in the form of design reviews and design notebooks, and Professional Tools such as software for communication, CAD and analytical calculations. The 2005 class has been effective producing rapid prototype components of their designs from CAD models. The Junior Design implementation of the SDC has evolved over the past three years guided by ongoing assessment of both the course and the Professional Component program outcomes. The milestones and associated requirements in the ASME SDC project provides a definitive set of deliverables throughout the progression of the semester long experience. Individual and team performance can be monitored and evaluated with timely feedback, and course outcomes map well into program level assessment. This is a strength of the Professional Component framework that allows for building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that graduating ME students are capable of practicing as engineers.

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)

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