June 22, 2013
June 22, 2013
June 22, 2013
ASEE International Forum
21.67.1 - 21.67.9
Abstract for ASEE 2013 International Forum THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation, Assessment and EvaluationsWith the advancement of technology, the engineering functions and market are also continuouslychanging. It has become a global market place and engineers work and interact with people ofdifferent nationalities and cultural backgrounds. Engineers cross through country boundaries forbusiness ventures and work. The multinational companies are interested to know the quality ofgraduates of a country as compared to certain educational standards. In order to ensure qualityassurance worldwide, an International Engineering Alliance has been formed. There are threeagreements known as Washington, Dublin and Sidney Accords covering mutual recognition inrespect of tertiary-level qualifications in engineering. Engineers Mobility Forum was formed forthe implementation of the accords.This book with ten (10) chapters identifies steps, and the processes for implementation of aprogram based on the outcome-based educational (OBE) concept. This includes Chapter 1 -Introduction, Chapter 2 - Program Objectives, Chapter 3 - Program Outcomes, Chapter 4 -Program Curriculum, Chapter 5 - Course and Syllabus Development, Chapter 6 - Delivery andAssessments of Course Learning Outcomes, Chapter 7 - Assessments and Evaluations ofProgram Outcomes, Chapter 8 - Assessments and Evaluations of Program Objectives, Chapter 9- Evaluating the Outcome-Based Education Process, and Chapter 10 National and CulturalInfluences.There are numerous available references and resource on curriculum designs, and on assessmentand evaluations. The examples, which are used to illustrate the processes and steps forassessment and evaluations, are no ways the best methods and procedures. These just serve asthe guidelines to initiate an OBE process and they are not prescriptive. The imagination and thecreativity of the program faculty members would play a major role in formulating, achieving anddemonstrating the program goals, objectives and outcomes. Although the steps and processesare illustrated through an electrical engineering program, the process and steps are applicable toany engineering, engineering technology or any non-engineering program or discipline.This work is the compilation of author’s experiences in giving lectures on outcome-basededucation and in preparing for the ABET accreditation of engineering programs both as anABET Program Evaluator and a Program Chair. As the Department Chair of Engineering for 8years, he had prepared the complete self-study reports for the ABET accreditation of electricaland mechanical engineering programs. As the Director of Electrical and Computer Engineering,for 10 years, he had also prepared the complete self-study reports for the ABET accreditation ofelectrical and computer engineering programs.
Rashid, M. H. (2013, June), THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation, Assessment and Evaluations Paper presented at 2013 ASEE International Forum, Atlanta, Georgia. 10.18260/1-2--17272
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015