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Webct In Assessment: Using On Line E Tools To Automate The Assessment Process

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

TC2K Methods and Models

Tagged Division

Engineering Technology

Page Count


Page Numbers

12.1602.1 - 12.1602.7



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Paper Authors


Lynn Kelly New Mexico State University

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Lynn Kelly has been at NMSU since 1998 and is currently an Associate Professor in the Department of Engineering Technology in the College of Engineering. She received a Bachelor of Science in Engineering Technology from NMSU in 1988. She then went on to earn a Master of Science in Industrial Engineering from NMSU in 1994. She served three years on the Board of the Teaching Academy at NMSU. For the past three years she has been the coordinator of the distance education bachelor’s program (Information & Communications Technology, ICT) offered by the Department of Engineering Technology.

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Michael Morrell New Mexico State University

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Michael Morrell is an assistant Professor at New Mexico State University in the college of Engineering, Engineering Technology Program. His specialties include computer sofware and hardware. Michael worked in industry as a Computer Engineer and scientist for 25 years before coming to NMSU. He holds a Master's degree in Computer Science from Brandeis University, and is a PhD Candidate at Brandeis University currently researching automated assesment tools for teaching engineering courses. His background includes extensive
computer programming projects, computer security, and computer communications.

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Thomas Jenkins New Mexico State University

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Thomas Jenkins is an Associate Professor in the College of Engineering and has been with the Engineering Technology Department since 1990. His areas of interest are Electronics, Digital Systems, and Computers. He is the coordinator of the Electronics and Computer Engineering Technology option.
His formal education includes two Masters of Science degrees in EE and CS with two Bachelors degrees in Business and Spanish which complements over 14 years of relevant industry experience.

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


The authors will outline the automation of an Engineering Technology program assessment process. The program is located within the College of Engineering. The steps include development of the assessment tools, mapping the tools to the programs’ goals and objectives, integration of the tools into WebCT®, the role of student participation, and finally the collection, manipulation, and interpretation of the data.

The authors have developed a unique approach to the continual process of an ABET1 program assessment. This distinctive approach incorporates an innovative use of WebCT to automate the application of several assessment tools. The approach facilitates the academic program meeting the assessment requirements for accreditation2. This is accomplished by the automatic collection and manipulation of assessment data in addition to the documentation of the process and the data that is necessary for the purposes of assessing whether a program is meeting its stated goals and objectives. WebCT3 is an industry leader in providing e-learning systems for educational institutions and many institutions currently use this software in on-line applications for providing course content and feedback from students in traditional classroom situations.

This new and unique concept of using an e-tool such as WebCT in the assessment process has the potential to become a major core assessment evaluation methodology component. The authors have found it to be beneficial, efficient, and economic as one of the foremost tools in assessing the students’ acquired scholastic knowledge and skill sets. The process provides timely and valuable feedback to the faculty, program and institution. In addition, on-line e-tools can function as important integrated elements of the academic program’s outcomes assessment strategy. This automated system clearly and concisely documents the programs methodology of assessment and the programs success at meeting its defined goals and objectives. The automated process facilitates continuous quality improvement of the program and is instrumental in fulfilling a major portion of standard accreditation or re-accreditation requirements.

Index Terms – Accreditation, WEBCT, Outcomes Assessment Strategy, e-Tools

Statement of Need

The new emphasis on assessment presents a challenging opportunity for those programs that need to develop an effective set of tools to implement the assessment requirements of their institution and/or accreditation agency. These tools, which should provide feedback that can be utilized to measure the program’s effectiveness in meeting their stated goals and objectives, are often resource consuming and hard to design, implement, and maintain.


Before any assessment tool can be designed, implemented, or even discussed, it is required that the academic program have a clearly defined mission, as well as explicit educational goals and objectives that are in concert with their accreditation requirements. This by itself is a difficult task but the authors must assume that the program has these in-place.

Kelly, L., & Morrell, M., & Jenkins, T. (2007, June), Webct In Assessment: Using On Line E Tools To Automate The Assessment Process Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1904

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