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Improving Engineering Programs At Kuwait University Through Continuous Assessment: Preliminary Results

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

Assessment & Quality Accredition in Engineering Education

Page Count


Page Numbers

9.702.1 - 9.702.12



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Paper Authors

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Mohammad Al-Ansary

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Andreas Christoforou

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Ahmet Yigit

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

Session 3660

Improving Engineering Programs at Kuwait University Through Continuous Assessment: Preliminary Results

Andreas Christoforou, Mohammad Al-Ansary, Ahmet Yigit

Department of Mechanical Engineering College of Engineering and Petroleum Kuwait University P.O. Box 5969, Safat 13060 Kuwait


The initial stages of the implementation of continuous assessment plans for the engineering programs at Kuwait University have been completed. Assessment is conducted at the course and program levels through direct and indirect measurements, and the results are being used for improvement. Although it is still early to evaluate the complete impact of the assessment process on student learning, preliminary results have been helpful in identifying issues that warrant immediate attention. It is expected that through this process the college and its programs will be able to improve curricula as well as other services that they provide to their constituents.


The College of Engineering and Petroleum at Kuwait University, in line with its efforts to improve and maintain the quality of engineering education offered by its programs, has established a continuous assessment process based on the new ABET Engineering Criteria 2000 (EC 2000) 1. This paper presents the thus far experiences in implementing the assessment process and in using the results for improvement. The process includes a structured methodology for establishing educational objectives and outcomes at the program and course levels, development of required assessment instruments, identification of key institutional practices that need to be aligned, and training programs to help instill the mindset of the new criteria in all concerned parties2-4. The process has been in place for the last two academic years and it is producing results. At the course level, faculty are re-examining the course outcomes to ensure higher levels of student learning based on Bloom’s Taxonomy5, and that they can be easily and accurately assessed. Teaching delivery and assessment is thus better aligned with the objectives and outcomes of the courses. In other words, in planning a course delivery, the contents and course objectives, instructional methods used, and assessment, are considered as a system that works in a cyclic improvement process6. At the program level, the content of all courses and other activities are being re-examined to ensure that the program objectives and outcomes are thoroughly addressed resulting in a coherent

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering Education

Al-Ansary, M., & Christoforou, A., & Yigit, A. (2004, June), Improving Engineering Programs At Kuwait University Through Continuous Assessment: Preliminary Results Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13835

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