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Classroom Assessment In Engineering Technology

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Course Assessment in ET

Page Count

9

Page Numbers

7.294.1 - 7.294.9

DOI

10.18260/1-2--11004

Permanent URL

https://peer.asee.org/11004

Download Count

125

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Paper Authors

author page

Mohamad Ahmadian

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

Main Menu Session 2647

Classroom Assessment in Engineering Technology (Two Examples)

Mohamad H. Ahmadian Electronics Engineering Technology Eastern New Mexico University Portales, NM 88130 Mohamad.Ahmadian@enmu.edu

Abstract Accountability has become a national concern in higher education. In response, accrediting agencies require the development and implementation of academic assessment models designed to assure and enhance institutional improvement. Assessment is what faculty members can do in order to demonstrate to themselves how well their students are learning. It is the source of in-process feedback. Furthermore, assessment satisfies the demands for accountability by external agencies.

This paper introduces two examples of classroom assessment in engineering technology. These two examples provide engineering technology programs with quantitative and qualitative measures that may be incorporated as one component of a plan for assessment of student academic achievement.

1. Introduction The purpose of assessment of undergraduate education is to help the particular institution determine the extent to which it is fulfilling its mission of educating undergraduate students. Assessment allows an institution to make improvements in program structure, course content, and pedagogy. It also assists in advisement and placement and provides students with indicators of their performance. Finally, assessment monitors the competence of graduating students, not just in terms of disciplinary expertise but also with respect to the attainment of a general education. Much of assessment is embedded within the teaching function of the university and, ideally, occurs alongside each student's regular academic effort 1,2,3.

According to the new criteria for accrediting engineering technology programs for the 2001-2002 accreditation cycle by TAC of ABET, the importance of outcomes assessment is emphasized as follows:

Criterion 6. Assessment. Programs must have written goals that, as a minimum, focus on the student body served, employer expectations, resource allocation, and other factors affecting the program. Programs are required to have plans for continuous improvement and evidence that the results are applied to further development and improvement of the program.

Proceedings of the 2002 American Society for Engineering Education Annual conference & Exposition Copyright 2002, American Society for Engineering Education

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Ahmadian, M. (2002, June), Classroom Assessment In Engineering Technology Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11004

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