June 18, 2006
June 18, 2006
June 21, 2006
11.915.1 - 11.915.7
Measurement and Evaluation in Engineering Technology: M.E.E.T.
Preparation for compliance with TC2K for ABET accreditation is being carried out at twelve geographically-dispersed campuses which offer one or more of nine different engineering technology programs. An online system has been developed to aid in the collection of assessment data. This system makes use of embedded assessment measures and involves faculty at all levels in the ABET process. The system includes a suite of instruments measuring student performance, faculty perception, and student perception of performance vis-à-vis the program outcomes. This paper will describe the system in its current state and provide examples of data collected to date.
Background As all engineering technology educators are now aware, the Accreditation Board for Engineering and Technology (ABET) has changed its requirements for program accreditation. Where they once focused on facilities and inputs, the criteria are now learner-centered and performance-based.1 Each engineering and engineering technology program is required to develop learning outcomes and demonstrate student achievement through the assessment of student performance on these outcomes. The engineering technology programs at the large land-grant university system that is the focus of this paper are geographically dispersed throughout the state, making it difficult for faculty teaching the same courses to coordinate their efforts, to work together to develop program and course outcomes, and to coordinate the collection of assessment data.
Description of Solution
An assessment team made up of the department head, the director of Engineering Instructional Services, and a graduate research assistant worked with a representative group of faculty to develop an online system that standardizes data collection across the distributed campuses. Each of the nine programs developed specific, measurable outcomes and mapped them to appropriate courses. The assessment team built a database to maintain the outcomes and related data.
The final design incorporates six survey and survey-like instruments for data collection. Rather than seek questions and statements that serve as proxies for the program and course outcomes, all of these instruments deal directly with the outcomes themselves.2 In the following section, the three primary instruments that form the M.E.E.T. (“Measurement and Evaluation in Engineering Technology”) system will be described.
1. Student Performance. Faculty are presented with a list of their students, along with a list of the course-level outcomes associated with their course(s). They are asked to rate each student’s ability to perform each outcome using a 3-point scale (“Exceeded”, “Met”, “Not Met”). They are then asked to specify the evidence used to make this judgment, i.e. specific homework problem or specific lab
Wise, J., & Lall, D., & Sathianathan, D. (2006, June), Measurement And Evaluation In Engineering Technology Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/870
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