Spang, D. I., & Strang, K. E. (2016, June),  A Student Outcomes Assessment Methodology for Technology-Based and Hands-On Intensive Curricula  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26196

\bibitem{asee_peer_26196}
  Spang, D. I., \& Strang, K. E. (2016, June), \emph{ A Student Outcomes Assessment Methodology for Technology-Based and Hands-On Intensive Curricula}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26196

David I. Spang and Kathryn E. Strang.  " A Student Outcomes Assessment Methodology for Technology-Based and Hands-On Intensive Curricula".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26196 Internet.  12 Dec, 2024

\bibitem{asee_peer_26196}
  David I. Spang and Kathryn E. Strang.
  " A Student Outcomes Assessment Methodology for Technology-Based and Hands-On Intensive Curricula".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26196 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_26196
author = "David I. Spang and Kathryn E. Strang"
title = " A Student Outcomes Assessment Methodology for Technology-Based and Hands-On Intensive Curricula"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26196}
number = {10.18260/p.26196}
}

TY  - CPAPER
AB  - It is desirable to educators, and important for students, that a sound outcomes assessment methodology be employed in technology-based and hands-on intensive courses to measure and ensure that requisite competencies are obtained by students. It is expected that a working knowledge of these important competencies can help a two-year college graduate more effectively demonstrate mastery of the necessary skills and knowledge, and therefore add more value to a potential employer’s operations. While assessment of student learning can be straightforward for general education courses, meaningful measurement of student learning within the context of technology-based and hands-on curricula are often more difficult. However, several elements of an assessment methodology can be employed that are helpful in measuring student learning according to preset benchmarks, when student learning is demonstrated in such environments. Important assessment elements include a sound understanding of the relevant competencies to be gained, the formulation of descriptive outcome statements, the setting of realistic benchmarks, and the implementation of repeatable measurement techniques. A feedback mechanism, for the purpose of continuous improvement whether or not the predetermined benchmark is met, is also a key element.  The effective use of these elements are outlined and developed within the context of technology-based and hands-on course delivery in two-year colleges, and with a strong focus on measuring and reporting student learning.
AU  - David I. Spang
AU  - Kathryn E. Strang
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  -  A Student Outcomes Assessment Methodology for Technology-Based and Hands-On Intensive Curricula
UR  - https://peer.asee.org/26196
DO  - 10.18260/p.26196
ER  -