scholarly journals OBACIS: Outcome Based Analytics and Continuous Improvement System

Author(s):  
Mohamed A. Ismail

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.

Author(s):  
Mohamed Ismail

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 assessment trees, 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 continuous improvement. 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 data from 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 into OBA 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.


Author(s):  
M. Ivey ◽  
S. Dew ◽  
M. Mandal ◽  
Y. Mohamed ◽  
J.A. Nychka ◽  
...  

Abstract – Continuous improvement is a critical aspect of engineering program development and accreditation. Instructors are important stakeholders who can provide valuable feedback with regards to courses and curriculum; however, obtaining this information can be problematic. Here we present a post course assessment system (PCAS) that enables all instructors to provide timely and specific feedback about their courses as well as pause to reflect on the pedagogical successes and challenges they have faced over the course of a semester. The PCAS also serves a number of program specific uses (triggers, graduate attributes, consistency). The system has been very successful if providing course-based information and, taken in aggregate, program-based insight. The system continues to be adapted but is a good model of instructor engagement and feedback mechanism.


Author(s):  
Arif Bhatti ◽  
Irfan Ahmed

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.


2020 ◽  
Vol 82 (3) ◽  
pp. 158-161
Author(s):  
Diyora Abdukhakimova ◽  
Yingqiu Xie

Innovation in assessment of STEM (science, technology, engineering, and mathematics) courses in subjects such as biology and biochemistry is a widely discussed topic. We report the use of a novel, research-integrated course assessment designed to increase students' self-motivation and improve their learning outcomes. We encouraged submissions to peer-reviewed journals, supported by stepwise supervision on writing by the instructor, which led to possible publication of some student-written articles. We compared the results from two classes in 2015 and 2016, assessing the quality of the published articles on the basis of journal impact factor, journal Scopus score, and number of citations of each article, using supervised assignments to fulfill this goal. Assessment of research-integrated biology learning via potential publishing may motivate students to actively learn a biochemistry topic and encourage early-career professional development.


2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.


2019 ◽  
Vol 3 (1) ◽  
pp. 41-59 ◽  
Author(s):  
Mary Schoonmaker ◽  
Robert Gettens ◽  
Glenn Vallee

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.


Author(s):  
Arif Bhatti ◽  
Irfan Ahmed

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.


Author(s):  
Ajantha Dahanayake

Today, components and Component Based Development (CBD) is seen as one of the important events in the evolution of information technology. Components and CBD offer the promise of a software marketplace where components may be built, bought, or sold in a manner similar to components in other industries. In the light of the ongoing developments, in the manner and art of developing software systems, it is important to consider how the Computer Aided Systems Engineering (CASE) environment that supports building these systems can be produced on a CBD approach. In spite of the fact that CASE environments have been around since the ’70s, there are still many problems with these environments. Among the problems of CASE environments are the lack of conceptual models to help understand the technology, the poor state of user requirements specification, inflexible method, support and complicated integration facilities, which contribute to the dissatisfaction in CASE users. During the ’90s there has been a growing need to provide a more formal basis to the art of software development and maintenance through standardized process and product models. The importance of CAME (Computer Aided Method Engineering) in CASE led to the development of CASE shells, MetaCASE tools, or customizable CASE environments that were intended to overcome the inflexibility of method support. The declining cost of computing technology and its increasing functionality, specifically in graphic user interfaces, has contributed to the present re-invention of CASE environments. CASE research in the last decade has addressed issues such as method integration, multiple user support, multiple representation paradigms, method modifiability and evolution, and information retrieval and computation facilities. Considerable progress has been made by isolating particular issues and providing a comprehensive solution with certain trade-off on limited flexibility. The requirement of a fully Component Based architecture for CASE environments has been not examined properly. The combination of requirements of flexibility in terms of support for arbitrary modeling techniques, and evolution of the development environment to ever-changing functionality and applications never the less needs a flexible environment architectures. Therefore, the theory formulation and development of a prototype for designing a next generation of CASE environments is addressed in this book. A CAME environment is considered as a component of a CASE environment. A comprehensive solution is sought to the environment problem by paying attention to a conceptual model of such an environment that has been designed to avoid the confusion around integration issues, and to meet the specification of user requirements concerning a component-based architecture. A CAME environment provides a fully flexible environment for method specification and integration, and can be used for information systems design activities. A large part of this book reports how this theory leads to the designing of the architecture of such an environment. This final chapter contains a review of the theory and an assessment of the extent to which its applicability is upheld.


1998 ◽  
Vol 179 ◽  
pp. 480-486
Author(s):  
N.E. White

The results of astronomical surveys include 1) catalogs containing anywhere from a few to many million objects, 2) data products used to generate the catalogs (e.g., images or spectra), 3) publications and 4) object based compilations of information from many sources. The ubiquitous growth in the Internet and the dramatic reduction in the cost of mass storage systems now allows instant global access to this information. Astrophysics on-line services have grown up with the Internet, and represent an invaluable resource whose access is a routine part of any research project. Unfortunately users are also faced with searching and accessing multiple sites with different content, access and response methods. There can also be inconsistencies amongst the various systems, which can involve extra effort to resolve. A network-integrated astrophysics system has long been sought because it would remove multiple user interfaces and allow much simpler integration of services. In an era of shrinking budgets, the issue is how to achieve this in a cost effective manner. This review gives an overview of the current situation and discusses the likely evolution towards a network-integrated astrophysics system.


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