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Student Outcome Portfolios For The Course And Program Assessment

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Assessment & Quality Assurance in engr edu

Page Count

10

Page Numbers

7.1029.1 - 7.1029.10

DOI

10.18260/1-2--10967

Permanent URL

https://peer.asee.org/10967

Download Count

429

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Paper Authors

author page

Swami Karunamoorthy

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

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1360

STUDENT OUTCOME PORTFOLIOS FOR THE COURSE & PROGRAM ASSESSMENT Swami Karunamoorthy Saint Louis University, St. Louis, Missouri

Abstract

Assessment is not a new phenomenon in engineering profession; however it is a new paradigm in engineering education. Traditionally, the instructor evaluates the student’s performance by quizzes and tests that can be classified as open loop assessment. The assessment methods with a feedback closed loop remains as a challenge to both faculty and administration. An emphasis is given in this paper to use the student outcome portfolios as a measurement tool for the closed loop assessment process. It gives a new perspective to the exhibit materials for the purpose of accreditation.

Introduction

In most of the classroom education, the instructor delivers a brilliant lecture to his/her satisfaction. However, an effective teacher would like to know how much of the knowledge has been absorbed or learned by the students from the lecture. While learning is proportional to instruction, the essential link between them is assessment. The process of instruction involves continuous decision making by an instructor. The instructor decides what to teach, how to teach, how much to teach, how long to teach, what to review, what to ask in the test, and how to evaluate the test. These decisions would be effective only when the instructor has information about students' learning through assessment. Then, the instructor can match his decisions based on the feedback from assessment. It would naturally happen only when an instructor appreciate and believe in the assessment process. In order to do that he/she should have a good understanding of what is an assessment and how it can be used to improve the pedagogical process.

Assessment

One of the definitions available for assessment in the literature 1: "Assessment is the process of collecting, synthesizing, and interpreting information to aid in decision making". Another perspective is that the instructor is aware or mind ful about students' learning during the pedagogical process. So the assessment can be defined as a phenomenon that would facilitate Mindful Instruction in engineering education.

Assessment shifts the focus of instruction from teaching to learning. It is a paradigm shift in the pedagogical process. It facilitates to inform and improve the instruction. It requires the instructor to believe that all students can learn and to

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Karunamoorthy, S. (2002, June), Student Outcome Portfolios For The Course And Program Assessment Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10967

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