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A Tool For Consolidating Results From Learning Assessment

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Electrical & Computer Engineering Poster Session

Page Count

12

Page Numbers

10.100.1 - 10.100.12

Permanent URL

https://peer.asee.org/14155

Download Count

18

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Paper Authors

author page

Samuel Craig

author page

Maurice Aburdene

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Tool for Consolidating Results from Learning Assessment Samuel E. Craig, Maurice F. Aburdene Department of Electrical Engineering Bucknell University Lewisburg, Pennsylvania

Abstract

We present a process for quantifying and organizing the degree to which course and program outcomes are achieved, using two Excel® spreadsheets. The first sheet shows outcomes established for a particular course and how their achievements are measured by several means. It also shows the “mapping” of the course outcome data into the achievement of outcomes that have been established for an entire program. The second spreadsheet consolidates the summary measures for all courses and shows how each course contributes to the fulfillment of the overall program outcomes. The result is an array of summary measures that can help identify the need to adjust an outcome or its method of assessment, or to modify course content or teaching methods. The intent is to provide a consistent format for all courses in a department or program while retaining flexibility and ease of use. After course outcomes have been established, most of the assessment data entry can be done by an office assistant rather than by the course instructor.

Introduction

Recently published works1, 11, 12 consistently show that educators are taking a new view of assessment. Much of the motivation for this change comes from the realization that what matters is what students learn and can do after completing a program of study, not what the teacher knows or can do. This shift in understanding is reflected in the criteria that are now applied to schools by the various accreditation agencies2, 3. Increasingly, they look for evidence of assessment methods used to measure specific educational goals, rather than just to provide a grade for a course.

No single best method exists for learning assessment, but written evidence of a consistent and well-organized process is advantageous, if not essential, for ABET accreditation. The method presented here can be helpful in recording, comparing, and consolidating the results of various assessment means. While this method does not address the issue of assessment itself, it can simplify the necessary recordkeeping and provide consistency within an educational program.

Background

As our department began to prepare for a visit by a team of ABET evaluators, we discovered that the evaluation process had changed. Instead of counting square feet of laboratory space and looking at the age of our equipment, the emphasis had shifted to setting educational outcomes and measuring how well they were met. The assessment of outcomes had become a key issue. The results and analysis of those assessments were to guide us in revising course content and

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”

Craig, S., & Aburdene, M. (2005, June), A Tool For Consolidating Results From Learning Assessment Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14155

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