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Software-Based Assessment Method for Student Learning Outcomes and Program Outcomes

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Assessment Methods and Learning Pedagogy I

Tagged Division

Engineering Technology

Page Count


Page Numbers

22.1309.1 - 22.1309.12



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Paper Authors


Mehrube Mehrubeoglu Texas A&M University, Corpus Christi

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Dr. Mehrubeoglu received her B.S. degree in Electrical Engineering from the University of Texas at Austin, and her M.S. and Ph.D. degrees in Bioengineering and Electrical Engineering, respectively, from Texas A&M University. After working as a research engineer and software engineer at Electroscientific Industries, where she developed new algorithms for machine vision problems, she joined Cyprus International University as the Chair of Department of Computer Engineering. After returning to Texas she taught at Texas A&M University, Kingsville. She has been with Texas A&M University, Corpus Christi since fall of 2005, and assumed Program Coordinator responsibilities in spring of 2010. Dr. Mehrubeoglu's areas of research include machine vision, imaging and image processing, optical property measurements and instrumentation, applications in biomedical engineering, and effective teaching pedagogies.

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Satyajit Verma Texas A&M University, Corpus Christi

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Satyajit Verma has more than 25 years of chemicals and plastic and engineering design experience. He was also taught Texas A&M University, Corpus Christi as an Assistant Professor in the Engineering Technology program. He developed the ClassAct software to help the Engineering Technology program gain accreditation.

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Software-based Assessment Method for Student Learning Outcomes and Program Outcomes AbstractMany articles have been published for course and program assessment in preparation for ABET/TACevaluations. There is no single method to accomplish course and program assessment. In this paper, adetailed method is described to conduct such assessments by considering the contribution of each courseassignment to the student learning outcomes for that course, and of each course to program outcomes.The method uses a software program to enter course grade data semi-real-time during the semester, andto observe student progress throughout the semester. Each course is managed by the instructor teachingthe course. The instructor, based on student scores, can choose to stress those topics in which thestudents perform weakly to assure that the related student learning outcomes are achieved at theconclusion of the course. The method reveals strengths and weaknesses of the students based onassignment scores that are correlated to the achievement of each course learning outcome.To utilize the method for the assessment of program level outcomes, the method must be adopted by theentire faculty involved in teaching and the department or program. Each faculty member completesinformation about assignments and how those assignments relate to their course's student learningoutcomes. In addition, each faculty maps the course learning outcomes to program outcomes. Then, thesoftware automatically combines the data from all faculty to reveal strenghts and weaknesses in theprogram learning outcomes. The results can then be utilized to close the loop in education, byincorporating the necessary modifications to the courses in the curriculum and start a continuousimprovement cycle. In this paper the mapping process of assignments to student learning outcomes andprogram outcomes, and combination of each course data to reveal strengths and weaknesses in thecurriculum in achieving ABET/TAC criteria are presented with examples.

Mehrubeoglu, M., & Verma, S. (2011, June), Software-Based Assessment Method for Student Learning Outcomes and Program Outcomes Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18661

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