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Hybrid Evaluation/Assessment Development (Head): Utilizing Mastery Of Subject In Concert With Traditional Methods For Outcome Improvement

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

TC2K Assessment: How to Really Do It

Page Count

8

Page Numbers

10.708.1 - 10.708.8

Permanent URL

https://peer.asee.org/14646

Download Count

15

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Paper Authors

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Ted M. Stilgenbauer

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Thomas Nicholas

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Anthony Brizendine

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

Session __________

Hybrid Evaluation/Assessment Development (HEAD): Utilizing Mastery of Subject in Concert with Traditional Methods for Outcome Improvement Thomas Nicholas, Fairmont State University Anthony L. Brizendine, University of North Carolina at Charlotte Ted Stilgenbauer, Fairmont State University

Abstract

The College of Science and Technology at Fairmont State University provides TAC of ABET accredited 2+2 engineering technology programs leading to associate and baccalaureate degrees in several disciplines. Similarly, the Department of Engineering Technology at the University of North Carolina at Charlotte has recently implemented lower division programs to complement longstanding TAC of ABET accredited +2 upper division programs in multiple disciplines. The authors desire to answer the question: How can course outcomes be consistently measured and evaluated in order for meaningful course improvements to take place? This paper provides a snapshot of a possible answer where a combination of mastery of subject evaluation and traditional evaluation of course outcomes, the Hybrid Evaluation/Assessment Development (HEAD) is initially tested.

The authors present a pilot class (at Fairmont State University) to frame future evaluations of the effectiveness of the HEAD Method. A transitional version, extending the pilot class and this study, will be offered at UNC Charlotte next semester. The division between the mastery of subject and traditional methods took place with deriving the Measurable Course Outcomes (MCO). An MCO is a “topic” heading that comprises skill sets found in engineering mechanics and are referenced to ABET criterion and Blooms taxonomy. An example of a low level Bloom’s taxonomy example is seen in quiz #3 as follows:

Quiz #3 - Measurable Learner Outcome: Understand basic engineering mechanics principals (Blooms taxonomy - Knowledge, comprehension; ABET Criterion 1.a)

Skill sets required for Quiz #3: 11) Define statics, strength of materials, and dynamics 12) Define force 13) Distinguish scalar and vector quantities 14) Recite Newton’s Laws 15) Define types of forces 16) Define types of force systems 17) Define principle of transmissibility

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”

Stilgenbauer, T. M., & Nicholas, T., & Brizendine, A. (2005, June), Hybrid Evaluation/Assessment Development (Head): Utilizing Mastery Of Subject In Concert With Traditional Methods For Outcome Improvement Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14646

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