Connecting The Dots In Assessment: From Course Student Learning Objectives To Educational Program Outcomes To Abet Assessment
- Conference
- Location
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Pittsburgh, Pennsylvania
- Publication Date
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June 22, 2008
- Start Date
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June 22, 2008
- End Date
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June 25, 2008
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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13
- Page Numbers
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13.326.1 - 13.326.13
- DOI
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10.18260/1-2--3237
- Permanent URL
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https://peer.asee.org/3237
- Download Count
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603
Paper Authors
Esteban Rodriguez-Marek Eastern Washington University
ESTEBAN RODRIGUEZ-MAREK did his graduate work in Electrical Engineering at Washington State University. He worked as a research scientist at Fast Search & Transfer before transferring to the Department of Engineering & Design at Eastern Washington University. His interest include image and video processing, communication systems, digital signal processing, and cryptographic theory and applications.
Min-Sung Koh Eastern Washington University
MIN-SUNG KOH obtained his B.E. and M.S. in Control and Instrumentation Engineering in the University of ULSAN, South Korea, and his Ph. D in Electrical Engineering and Computer Engineering in Washington State University. His interests are in the areas of speech and image signal processing, signal processing in communication, photoacoustics and embedded systems.
Claudio Talarico Eastern Washington University
CLAUDIO TALARICO received his Ph.D. in the University of Hawaii at Manoa in Electrical Engineering. He is currently an Assistant Professor of Electrical Engineering at Eastern Washington University. His research interests include design methodologies for integrated circuits and systems and complex systems-on-chips.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Connecting the Dots in Assessment: From Course Student Learning Objectives to Educational Program Outcomes to ABET Assessment
I. Introduction
The success of any institution of learning depends greatly on the students’ engagement in their own education. Increased learning can be easily linked with increased engagement [1]. Increased engagement can be achieved in various ways, such as by associating students’ interests and goals to class delivery, by encouraging students to work together, or by enhancing the student-professor relationship. Methods like these abound in the literature [2, 3, 4]. One method for verifying whether student learning has increased is monitoring the measurements of course learning objectives. The latter is the problem addressed in this paper. A method is proposed by which course learning objectives are assessed and further mapped into program specific educational outcomes, which in turn can help into quantifying assessment criteria set by accreditation boards and/or organizations. In this work we address specifically the needs of the Accreditation Board for Engineering and Technology (ABET) [5]. Graphically, this could be represented as follows:
Course Student Program Learning Educational Objectives Outcomes
Discipline Accreditation Criteria
Note that this paper concentrates in describing the method to go from course learning objectives all the way to discipline accreditation criteria. The final arrow is, of course, a key issue in assessment as the loop must be closed for assessment to really be useful.
The method presented in this paper provides a systematic way to measure and assess the achievement of course specific student learning objectives within the context of the educational program outcomes. Moreover, the paper includes the automation of measurable outcomes for program assessment, by connecting the outcomes to the course learning objectives. The method quantifies the contribution of each course towards assessing the achievement of the program educational outcomes. These outcomes are further connected to standardized assessment criteria provided by accreditation boards. A case study will be presented for the B.S. in Computer
Rodriguez-Marek, E., & Koh, M., & Talarico, C. (2008, June), Connecting The Dots In Assessment: From Course Student Learning Objectives To Educational Program Outcomes To Abet Assessment Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3237
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