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Academic Quality Management In 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

Course and Program Assessment

Page Count

6

Page Numbers

10.119.1 - 10.119.6

Permanent URL

https://peer.asee.org/15359

Download Count

24

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Paper Authors

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Essaid Bouktache

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Chandra Sekhar

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Jai Agrawal

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Omer Farook

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

Session: 3548

Academic Quality Management Based Assessment C.R.Sekhar, O.Farook, Jai. P.Agrawal, and E. Bouktache Department of Electrical and Computer Engineering Technology Purdue University Calumet

Abstract

This paper describes an Academic Quality Management (AQM) based assessment process and the outcome results that showed positive student’s acquired knowledge and retention. Continuous improvement is the theme emphasized by ABET 1 and our AQM based assessment has worked for us and is used in the continuous improvement of course delivery to improve the learning and retention of knowledge by the students. The AQM was initially implemented in three of the freshmen courses in 2000 and based on its positive results it was tried in three more upper level courses in 2002 that gave us positive student learning and knowledge retention results. We discussed our assessment results at micro level in a paper presented titled “Academic Quality Management” 2 at the 2004 ASEE annual meeting. The AQM approach was extended to both micro and macro level to ensure that the students’ life long learning experience would carry on through their professional life.

Assessment at micro-level

Various assessment techniques 3 are used in classrooms to improve delivery of instruction to improve student learning. Home work and quizzes are widely used to gauge student’s learning progress along with other techniques.

AQM involves a) Active listening, b) Maintaining a Portfolio that reflect student work in total, c) Interactive learning, d) Intro to concepts through project implementation, d) Cooperative collaborative learning 4 through team approach, and e) Assessing students at the micro level using what we call a “ten minute” quiz that is given at beginning of every lecture hour to keep the students in a continuous study and inquiry mode.

The AQM was initiated in our department back in fall 1994 with stream lining of the prerequisites to our circuit courses. College Algebra was changed to a prerequisite rather than a pre/co requisite. This change helped the students in applying algebra to circuit analysis in particular for solution of problems with more than two unknowns that encountered in mesh and nodal analysis. It helped the instructor in the teaching process by spending less time teaching matrix methods to solve problems. We recognized that student’s learning must be a continuous process for the retention of knowledge. The characteristics of the incoming students vary widely every semester in terms of their mathematical skills and the mix of full-time and part-time

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

Bouktache, E., & Sekhar, C., & Agrawal, J., & Farook, O. (2005, June), Academic Quality Management In Assessment Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15359

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015