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Assessment and Evaluation of Engineering Technology Programs

Abstract

In order to execute a continuous improvement plan in compliance with the TAC/ABET Technology Criteria 2000 (TC2K), engineering technology programs face the challenge of outcomes-based assessment followed by evaluation, and implementation of improvement measures. Multiple constituencies are to be involved in the process, as the TC2K stipulate use of multiple assessment tools and measures for (a) the program outcomes, i.e., knowledge and capabilities of students at the time of graduation and (b) the program objectives, i.e., the expected accomplishments of graduates during the first few years after graduation.

Effective assessment tools provide the information needed to measure outcomes and objectives, so necessary improvements can be implemented. The primary assessment of program outcomes are based on student work, such as assignments, exams and student portfolios related to coursework. However, the use of alumni surveys and employer surveys as means of program objectives assessment is qualitative evidence based on opinion. These data should be used as supportive evidence, and their use as primary or only means of assessment is discouraged. Thus, additional validations (internal or external) through other means are vital to the assessment of program objectives. Some such measures, which have been used by the engineering technology programs at this institution, are discussed in this paper. Various templates used in the process are also included. This paper reviews different types of assessment, examines specific assessment measures and certain issues associated with them, and evaluates assessment data to determine the extent to which program outcomes or objectives are being achieved.

I. Introduction

The basic premise of the accreditation process for engineering technology programs, in accordance with the technology criteria 2000 (TC2K)1 adopted by the TAC/ABET, is that every program must demonstrate, through documentary evidence, that program educational objectives and program outcomes are achieved. The program educational objectives are defined as broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve during the first few years following graduation. The program outcomes are defined as statements that describe what units of knowledge or skill students are expected to acquire from the program to prepare them to achieve the program educational objectives. These are typically demonstrated by the student and measured by the program at the time of graduation. The TAC/ABET designated (a – k) requirements must be included in some way in the program outcomes.

In order to ensure the quality of a program on an ongoing basis, it is essential that a program has a sound and viable Continuous Improvement Plan. The two key elements of the plan are assessment and evaluation. The term “assessment” means one or more processes that identify, collect, use and prepare data that can be used to evaluate achievement of program outcomes and

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Das, N. (2006, June), Assessment And Evaluation Of Engineering Technology Programs Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--680