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Outcomes Assessment 2 Program Assessment

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Outcomes Assessment 2 Program Assessment. Joseph A. Shaeiwitz West Virginia University [email protected] Daina M. Briedis Michigan State University [email protected] Outline. ABET and engineering criteria Program objectives Program outcomes Assessment - PowerPoint PPT Presentation
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  • Outcomes Assessment 2

    Program AssessmentJoseph A. ShaeiwitzWest Virginia [email protected] M. BriedisMichigan State [email protected]

  • OutlineABET and engineering criteriaProgram objectivesProgram outcomesAssessmentperformance criteriaassessment measures direct and indirectrubricsReview

  • OutlineABET and engineering criteriaProgram objectivesProgram outcomesAssessmentperformance criteriaassessment measures direct and indirectrubricsReview

  • Initial QuizWhat do you know about ABET?Describe the engineering criteria?According to ABETs definitions, what is the difference between outcomes and objectives?Identify four assessment methods. Classify each as direct or indirect.

  • Initial QuizWhat do you know about ABET?Describe the engineering criteria?According to ABETs definitions, what is the difference between outcomes and objectives?Identify four assessment methods. Classify each as direct or indirect.

  • Initial QuizWhat do you know about ABET?Describe the engineering criteria?According to ABETs definitions, what is the difference between outcomes and objectives?Identify four assessment methods. Classify each as direct or indirect.

  • Initial QuizWhat do you know about ABET?Describe the engineering criteria?According to ABETs definitions, what is the difference between outcomes and objectives?Identify four assessment methods. Classify each as direct or indirect.

  • Initial QuizWhat do you know about ABET?Describe the engineering criteria?According to ABETs definitions, what is the difference between outcomes and objectives?Identify four assessment methods. Classify each as direct or indirect.

  • ABET and Engineering CriteriaABET = Accreditation Board for Engineering and TechnologyEngineering criteria changed to assessment basis (TQI) around 2000Must prove that students are achieving objectives and outcomesmeasure output, feedback modelpreviously, feed forward model

  • Feed Forward Modelinputoutputassumedcurriculum

  • oneclassoneclasseducation processone courseone courseenteringcollegegraduatealumnusFeedback Model

  • The Two Loops of the Engineering Criteria

  • ABET and Engineering Criteria8 criteriastudentsprogram educational objectivesprogram outcomes and assessmentprofessional componentfacultyfacilitiesinstitutional support and financial resourcesprogram criteria

  • ABET and Engineering CriteriaFocus of this workshopprogram educational objectivesdefinitionhow to establishhow to assessprogram outcomes and assessmentdefinitionhow to establishhow to assess

  • Minute PaperClearest vs. Muddiest PointWhat have you just learned about ABET and assessment?What points are the clearest?What points are the muddiest?

  • OutlineABET and engineering criteriaProgram objectivesProgram outcomesAssessmentperformance criteriaassessment measures direct and indirectrubricsReview

  • Program Objectives*broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve.*Our graduates will be successful must define successful

    *Criteria for Accrediting Engineering Programs, 2007-2008 Cycle, ABET, Inc., Baltimore, MD, http://www.abet.org

  • Program Objectives*must bedetailed and publishedinclude constituencies/periodically evaluatededucational program to achieve outcomes (defined later) and to prepare graduates for accomplishments that achieve objectivesongoing evaluation to determine extent objectives attained, use results for program improvement

    *Criteria for Accrediting Engineering Programs, 2007-2008 Cycle, ABET, Inc., Baltimore, MD, http://www.abet.org

  • ExerciseNew program in nanobiomolecular engineeringDefine two program objectives.

  • OutlineABET and engineering criteriaProgram objectivesProgram outcomesAssessmentperformance criteriaassessment measures direct and indirectrubricsReview

  • Program Outcomes*statements of what students are expected to know and be able to do by the time of their graduation.Outcomes must foster attainment of the program objectivesProcess to produce outcomesAssessment process, with documented resultsdemonstrating measurementdemonstrating degree of achievementEvidence results used for program improvement

    *Criteria for Accrediting Engineering Programs, 2007-2008 Cycle, ABET, Inc., Baltimore, MD, http://www.abet.org

  • Program OutcomesMinimum outcomes a-k plus program criteriaOpportunity to be unique, i.e., define unique outcomes, not just repeat a-kHelpful to map program-defined outcomes into a-kHelpful to map outcomes into classesNecessary to map outcomes into objectives

  • WVUABET1chemicalprocess2communicate3 computers4 learn independently and group work5lab and data analysis6continuing education7safety, societal,environmental8ethics9broad educationa. apply math, sci, engrb. expts - design, conduct, analyze, interpret datac. design systemd. multidisciplinary teamse. identify, formulate, solve engineering problemsf. professional and ethicsg. communicationh. broad education - global impacti. life-long learningj. contemporary issuesk. use techniques, skills, modern engineering tools

  • WVU outcomeWVU class1chemicalprocess2communicate3 computers4 learn independently and group work5lab and data analysis6continuing education7safety, societal,environmental8ethics9broad educationCHE 201CHE 202CHE 230CHE 310CHE 311CHE 312CHE 315CHE 320CHE 325CHE 450/451CHE 455/456

  • ExerciseDefine three unique program outcomes for the nanobiomolecular engineering program.

  • OutlineABET and engineering criteriaProgram objectivesProgram outcomesAssessmentperformance criteriaassessment measures direct and indirectrubricsReview

  • Performance CriteriaWhat will students do to demonstrate achievement of outcomeExample: An ability to communicate effectively. (3g in ABET list)What are attributes of effective communication?

  • Performance Criteria for Effective CommunicationWhen making an oral presentation, students willmaintain eye contactA written report willfollow a prescribed formatdemonstrate proper grammar and punctuationadhere to commonly accepted word usage

  • Educational ObjectiveLearning OutcomeContempo-raryIssues Professionally responsible1.Has knowledge of current technological issues related to XXX engineering and society 2. Is able to discuss major political and societal issues and their pertinence to XXX engineering Performance Criteria

  • ExerciseDefine two or three performance criteria for one of the outcomes previously defined.

  • OutlineABET and engineering criteriaProgram objectivesProgram outcomesAssessmentperformance criteriaassessment measures direct and indirectrubricsReview

  • Indirect vs. Direct AssessmentIndirect based mostly on student self-evaluationsurveysinterviewsfocus groupsDirect by faculty or some other means of evaluation of student performance (advisory boards evaluate design projects)

  • Indirect vs. Direct AssessmentIndirectnecessary, but not sufficient provides uncalibrated snapshotself-assessment not necessarily reliableTerminology may be unfamiliarDirect necessary for quality assessment plannot now for all, but new Program Evaluators are being trained to look for this featurerelies on faculty experience, expertise, and judgment

  • How do we know if the students have the requisite outcomes?

    When the students think they do, based on student survey resultsWith direct evidence from student workEvidence is the key to accreditationFaculty evaluation of student work is the key to providing evidence

  • Assessment MeasuresPrimary assessment of student outcomes should be based on student work (direct) e.g., student portfolios, student projects, assignments and exams, some employer surveys where skill is observedSecondary evidenceSenior exit surveys, alumni surveys, employer surveys (qualitative evidence based on opinion), otherCombination of both methods triangulation

  • Indirect Assessment MeasuresSurveysInterviewsCourse satisfaction surveys

  • Direct Assessment MeasuresEnd-of-Course AssessmentsTargeted AssignmentsCapstone ExperiencesCapstone ExamsPortfolios

  • End-of-Course AssessmentsCourse should have objectivesperhaps set by department committeeRelated to program outcomesAssigned problems (assignments, exams, projects) each related to course objectivesEvaluation/reflection by instructor

  • End-of-Course AssessmentsAdvantagesquick and easyassessment can be done in parallel with gradingDisadvantagenot comprehensiveno big pictureOpiniona component of assessment plan

  • Targeted Assignments/ProblemsKey assignments that relate to specific program outcomesMultiple assignments per outcome recommendedIntegrate through curriculumcan demonstrate progress toward achievement of program outcome

  • Targeted Assignments/ProblemsAdvantagesquick and easyassessment can be done in parallel with gradingDisadvantagesnone reallyneed consistent evaluation method with reliable inter-rater reliability

  • Capstone ExperiencesCan be design, laboratory, researchAll programs have themWhere students are supposed to demonstrate and synthesize what learnedUsually includes teamwork, communication

  • Capstone ExperiencesAdvantagesalready required in programassessment can be done in parallel with gradingDisadvantagesnone reallyneed consistent evaluation method with reliable inter-rater reliability

  • Capstone ExamsFE Examdetailed, subject-related results availableDepartment-generated

  • Capstone ExamsAdvantagesFE is standardizedthe most direct measure p

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