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Setup Of A Course Level Assessment For Abet 2000

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Conference

2000 Annual Conference

Location

St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000

ISSN

2153-5965

Page Count

11

Page Numbers

5.545.1 - 5.545.11

DOI

10.18260/1-2--8695

Permanent URL

https://strategy.asee.org/8695

Download Count

96

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Paper Authors

author page

Pamela L. Eddy

author page

David A. Pape

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

Session 2222

Setup of a Course Level Assessment For ABET 2000

David A. Pape, Pamela L. Eddy Saginaw Valley State University / Michigan State University

Abstract

The ABET 2000 accreditation criteria requires that an institution have in place an assessment program to ensure the quality and continuous improvement of the educational process. There have been many papers published in the last few years on the topic of assessment as it relates to the new criteria. For the most part, the existing literature deals only with program level assessment methods, even though a comprehensive assessment program includes both program and course level assessment. In the present paper a new course level assessment model using formative course grading is presented. The primary focus of the method proposed herein is to strongly align the relationship between the course objectives, the various tasks that a student performs during a course, and the methods that are used to assess those tasks. This paper describes the establishment and use of this approach on a trial basis for a single course.

I. Introduction

The ABET 2000 accreditation criteria require that an institution have in place a comprehensive outcomes assessment program to ensure the quality and continuous improvement of the educational process1. There are two general levels of assessment2:

• Course Level Assessment • Program Level Assessment

Course level assessment attempts to ensure that in a particular course the required material is sufficiently well taught and understood. Program level assessment addresses the program outcome indicators as well as assessing the content, sequence, and integration of all courses within a program. Ressler and Lenox3 provide a program assessment model with integrated course level assessment that is being used at their institution. They correctly assert that these two levels of assessment are clearly not independent, and that “in a well integrated curriculum, course assessment can never take place in isolation.” For instance, the inability of students to meet a particular course objective may be due to difficulties with a previous course. Thus, in an integrated

Eddy, P. L., & Pape, D. A. (2000, June), Setup Of A Course Level Assessment For Abet 2000 Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8695

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