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Development Of Course Assessment Metrics To Measure Program Outcomes Against Abet Criteria In A Digital Circuits Class

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Assessment and Continuous Improvement in Electronics and Electrical ET Programs

Tagged Division

Engineering Technology

Page Count


Page Numbers

14.481.1 - 14.481.14



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Paper Authors

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Min-Sung Koh Eastern Washington University


Esteban Rodriguez-Marek Eastern Washington University

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ESTEBAN RODRIGUEZ-MAREK is an Associate Professor in the department of Engineering and Design at Eastern Washington University. He 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.

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Claudio Talarico Eastern Washington University

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Claudio Talarico is an Assistant Professor of Electrical Engineering at Eastern Washington University. Before joining Eastern Washington University, he worked at University of Arizona, University of Hawaii and in industry, where he held both engineering and management positions at Infineon Technologies, IKOS Systems (now Mentor Graphics), and Marconi Communications.
His research interests include design methodologies for integrated circuits and systems with emphasis on system-level design, embedded systems, HW/SW co-design, system specification languages, and early design assessment, analysis, and refinement of complex SOCs. Talarico received a PhD in electrical engineering form the University of Hawaii at Manoa, and is a member of IEEE. Contact him at

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

Development of Course Assessment Metrics to Measure Program Outcomes Against ABET Criteria in a Digital Circuits Class

Min-Sung Koh, Esteban Rodriguez-Marek, and Claudio Talarico

School of Computing and Engineering Sciences Eastern Washington University Cheney, Washington 99004 USA Email: {mkoh, erodriguezma, ctalarico}


The Accreditation Board for Engineering and Technology (ABET) [5] documentation lists all essential criteria for Engineering Technology and Engineering programs to obtain pertinent accreditation. However, ABET does not specify any methodology or rubric on how to appropriately determine when achievement of a criterion has been met. Hence, each individual Engineering Technology and Engineering program must establish its own program objectives and corresponding program outcomes, ensuring coverage of all ABET criteria. Then, each program must establish a systematic way of demonstrating that its objectives and outcomes are being met, therefore meeting the ABET criteria as well. One way of doing this is incorporating the assessment into various (or all) courses in the program, a process tested and introduced by the authors in [1]. In that paper a holistic approach was used to meet ABET criteria based on course assessment. However, the details on how to exactly incorporate assessment into each course were omitted. In this paper, we describe the process followed to generate assessment data from a Digital Circuits introductory course. These data connects course objectives into program outcomes based on the approach introduced in [1]. The paper shows how traditional student work, such as homework, exams, labs, quizzes, and projects, is used systematically to provide a solid framework for assessment and continuous improvement. Further, the data is used for meeting ABET criteria.

1. Introduction

An intrinsic part of the ABET accreditation process requires programs to assess whether all specified ABET criteria are being evaluated, addressed and included in a continuous improvement loop. However, ABET does not provide any standardized program assessment method to determine what is an adequate “number” to receive accreditation. Hence, the process to establish a proper program assessment system is an important and difficult one. Many pedagogical research addressing program assessment for ABET criteria have been introduced in [2],[3],[4], and [7] to name a few. One program assessment method, which can be done using automatic data processing, was introduced by the authors in [1]. This process was originally motivated by the ABET accreditation team visit, a few years back, for the Computer Engineering Technology (CET) program

Koh, M., & Rodriguez-Marek, E., & Talarico, C. (2009, June), Development Of Course Assessment Metrics To Measure Program Outcomes Against Abet Criteria In A Digital Circuits Class Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--4631

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