June 16, 2002
June 16, 2002
June 19, 2002
7.148.1 - 7.148.5
Adaptive Model Of Assessment Strategy For Information Technology And Engineering Programs
Leonid B. Preiser
Department of Technology and Information Systems School of Business and Technology National University 4141 Camino del Rio South, San Diego, CA 92108-4103 (619) 563-7165, fax (619) 563-7160 firstname.lastname@example.org
This paper focuses on the methodologies and criteria leading to the development and implementation of the adaptive model for assessment of learning outcomes based on the four- year research through coordination and analysis of several academic programs at the Department of Technology and Information Systems, School of Business and Technology, National University, San Diego, CA. Assessed academic programs included two baccalaureate and four graduate degrees: BS in Computer Science, BS in Information Technology, MS in Software Engineering, MS in Telecommunications, MS in Technology Management, and MS in E- Commerce.
Criteria leading to the adaptive model of assessment strategy (AMAS) utilize a) ties to the university’s mission and objectives, b) strong focus on improvement of students’ performance, c) ongoing assessment with real-time feedback, d) guidelines regarding implementation of assessment results, and e) ongoing evaluation of the success factors determined by the external requirements derived from the industry and marketplace.
Background for Assessment and Institutional Expectations
Founded in 1971 to serve the needs of a diverse group of professional adults, National has grown in size and stature to become one of the leaders in providing innovative and challenging degree opportunities to those actively involved in the fields of their studies. With 30 years of experience and more than 94,500 graduates, National University has been actively involved since 1995 in the research aimed at improving institutional effectiveness through assessment of educational outcomes. Traditional assessment strategy adopted by National University has been predicated on determining institution’s expectations with emphasis on four major principles: stating intended educational outcomes, identifying educational domains to be addressed (courses,
Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ã 2002, American Society for Engineering Education
Preiser, L. (2002, June), Adaptive Model Of Assessment Strategy For Information Technology And Engineering Programs Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10805
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