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Session 93

A Comprehensive Plan for the Assessment of Learning Outcomes In Undergraduate Technology Programs

Alex Kalu and Charlesworth R Martin

College of Sciences and Technology Savannah State University Savannah, Georgia 31404

Abstract

This correspondence describes an assessment model developed in the College of Sciences and Technology at Savannah State University that has been implemented in its engineering technology programs with good results. The assessment Program is derived from the College’s guiding principles – to continuously improve its educational delivery system and is as such modeled as an expression of a unified philosophy for all degree programs within the College. It provides room for addressing the differences and variations among the disciplines while affirming the commonage of their core. The assessment plan described in this paper is a dynamic model that accommodates the effects of continuously evolving scientific processes and rapidly changing technologies and workplace on curricula and pedagogy. It is interactive and presumes the instructional delivery system as a closed-loop system which can be self- correcting. The plan provides varied and parallel instruments and methodologies that are exacting and is hence a complete toolbox for the diagnosis of learning experiences in engineering technology. The plan clearly identifies the goals of the College and a performance criterion for each of its specific educational objectives. The beauty of the assessment plan described herein lies in its ability to pin pointedly detect errors (problems) at several break points during the students career.

I. Introduction

The College of Sciences and Technology’s assessment program is derived from the College’s Guiding Principles – to continually improve its instructional delivery and to unceasingly strive toward total quality in the management of its educational delivery system. Reorganizing the dynamics of the education enterprise, the interdependence of the various disciplines within the College, and the aggregated impact of the knowledge of ‘non-science’ on the students’ ability to study and practice science, an assessment plan consisting of varied and parallel instruments

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Martin, C. R., & Kalu, A. O. (2000, June), A Comprehensive Plan For The Assessment Of Learning Outcomes Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8223