Mustafa, H. (2020, April), Planning Only One Assignment to Assess Two of the New ABET Student Outcomes  Paper presented at Proceedings of the 2020 ASEE PSW Section Conference, canceled, Davis, California. https://peer.asee.org/36038

\bibitem{asee_peer_36038}
  Mustafa, H. (2020, April), \emph{Planning Only One Assignment to Assess Two of the New ABET Student Outcomes}
  Paper presented at Proceedings of the 2020 ASEE PSW Section Conference, canceled, Davis, California.
  https://peer.asee.org/36038

Hadil Mustafa.  "Planning Only One Assignment to Assess Two of the New ABET Student Outcomes".  Proceedings of the 2020 ASEE PSW Section Conference, canceled, Davis, California, 2020, April.  ASEE Conferences, 2020.  https://peer.asee.org/36038 Internet.  26 Apr, 2024

\bibitem{asee_peer_36038}
  Hadil Mustafa.
  "Planning Only One Assignment to Assess Two of the New ABET Student Outcomes".
  \emph{Proceedings of the 2020 ASEE PSW Section Conference, canceled, Davis, California, 2020, April}.
  ASEE Conferences, 2020.
  https://peer.asee.org/36038 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_36038
author = "Hadil Mustafa"
title = "Planning Only One Assignment to Assess Two of the New ABET Student Outcomes"
booktitle = "Proceedings of the 2020 ASEE PSW Section Conference, canceled"
year = "2020"
month = "April"
address = "Davis, California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36038}
}

TY  - CPAPER
AB  - As the new changes in ABET’s student outcomes are set to take effect in Fall 2019, programs have started modifying their assessment plans to address the new changes. Adopting the new outcomes required program coordinators to review and update their assessment plans to ensure efficient and effective assessment. The new implementations provided clarification for some of the outcomes that were previously vague and difficult to measure. For example, outcome 3(d) (ability to function on multidisciplinary teams) was revised into its new 3(5) outcome (an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives).  While the new changes provided better clarification for many of the student outcomes, some of the newly added terms were introduced without clear definition or explanation. For example, outcome 3 (ability to communicate effectively with a range of audience) did not specify the nature of the “range of audience”, e.g. students from other disciplines, professors or outside observers. A successful assessment of some of the new outcomes requires a careful and thorough design of the performance measure to ensure successful alignment with the outcome. 
This paper presents a structure to assess two of the seven new ABET outcomes using one final project assignment in a computer engineering course. The assessment plan uses a group project to evaluate the following outcomes:
•	Outcome 3: Ability to communicate effectively with a range of audience
•	Outcome 5: an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
In order to facilitate the process, a clear definition of each term was determined before any use of assessment. The assignment used in this study was partitioned into several milestones, each used to assess one or more aspects of the outcomes. In the paper, we present a detailed description of the assessment method, the evaluation metrics, and the performance measures used for each outcome. 

AU  - Hadil Mustafa
CY  - Davis, California
DA  - 2020/04/30
PB  - ASEE Conferences
TI  - Planning Only One Assignment to Assess Two of the New ABET Student Outcomes
UR  - https://peer.asee.org/36038
ER  -