Sarker, N. N., & Ketkar, M., & Akujuobi, C. M. (2011, June), Engineering Technology Course Assessments for ABET Criterion 3: Students Outcomes  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17886

\bibitem{asee_peer_17886}
  Sarker, N. N., \& Ketkar, M., \& Akujuobi, C. M. (2011, June), \emph{Engineering Technology Course Assessments for ABET Criterion 3: Students Outcomes}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17886

Nripendra N. Sarker, Mohan Ketkar, and Cajetan M. Akujuobi.  "Engineering Technology Course Assessments for ABET Criterion 3: Students Outcomes".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17886 Internet.  07 Jan, 2025

\bibitem{asee_peer_17886}
  Nripendra N. Sarker, Mohan Ketkar, and Cajetan M. Akujuobi.
  "Engineering Technology Course Assessments for ABET Criterion 3: Students Outcomes".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17886 Internet.  07 Jan, 2025

@INPROCEEDINGS{asee_peer_17886
author = "Nripendra N. Sarker, Mohan Ketkar, and Cajetan M. Akujuobi"
title = "Engineering Technology Course Assessments for ABET Criterion 3: Students Outcomes"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17886}
number = {10.18260/1-2--17886}
}

TY  - CPAPER
AB  -                   Engineering Technology Course Assessments for                       ABET Criterion 3: Student OutcomesAbstractToo much assessment may become over-killing for the instructors but yet may not be enough tosatisfy the ABET (Accreditation Board for Engineering and Technology) evaluators. This paperdeals with making assessment less involved and yet improving the quality of assessmentdocuments on student outcomes. The key elements for neat presentation of assessmentdocuments are i) selecting appropriate courses of a program to assess student performances andii) presentation of the documents in a way that the evaluators feel comfortable and seamless inassessing the outcomes. To document student performance assessments, each course may bemapped (designated) to measure only a few specific outcomes. Each instructor of a course isthen entrusted to measure the mapped outcomes. However, the major hurdle may be in thedesign of appropriate assessment rubrics and developing assignments to reflect the specificoutcome measures. Assessment itself is considered as an extra burden on the shoulders ofinstructors. As a result, the instructors may find less time and energy in improving the quality ofteaching. In addition, a fatigue condition may prevail resulting in obscure documentation whichmay cause dissatisfaction to the evaluators. For easy and successful accreditation, theassessment process may be designed with two objectives in mind, such that i) it does not exhaustthe instructors, and ii) the evaluators find the assessment process transparent and seamless. Thispaper focuses on ABET expectation on assessment and produces some examples to makeassessment less involved and create an environment of pleasant experience for the evaluators ingranting accreditation for a maximum number of years.
AU  - Nripendra N. Sarker
AU  - Mohan Ketkar
AU  - Cajetan M. Akujuobi
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Engineering Technology Course Assessments for ABET Criterion 3: Students Outcomes
UR  - https://peer.asee.org/17886
DO  - 10.18260/1-2--17886
ER  -