Practices in domain-referenced assessment design and formative course evaluation are not common in still-developing, higher education systems around the world. This paper demonstrates skill-centered assessment and instructional design as a method for evaluating students’ skills performances, and demonstrates how to use the overall results for improving the quality of instruc-tion in a course in computing education. It applies a case study method, describ-ing assessment methods linked to, targeted learning skills and learning domains. The measurements were carried out by the course instructor, adopting a replicable analytic approach. The measured outcomes on each skill provided specific information to guide actions by teachers, to improve course delivery. Results suggest important indicators for teachers to stress in the next cycle of course de-livery in which the students were weak. The study demonstrates an easy-to-apply approach in skill-centered assessment, starting with assessments linked to learning domains, as a means for promoting best practices in formative evaluation in the field of computer education. While the essential principles of this method date back to the literature on criterion-referenced testing and instructional design, the systematic process produces results to support quality improvements in higher education settings where such methods are not the norm.
This study aims to present the ABET-CAC accreditation framework and discusses how to manage program’s constituencies of an academic program in higher education. It describes the program’s associated entities and the methods of creating required evidence for the program accreditation in computer science education. It follows a mixed method to evaluate and measure the program performance. It discusses the program’s performance measurement methods and its analysis. It emphasizes the program’s entities such as students learning outcomes, course assessment and performance evaluation. It shows a scientific approach that measures the program’s performance. It suggests the evidence should be considered as important indicators for both when planning the quality improvement for the program delivery and program’s benchmarking. For any program accreditation in computing education, the framework needs to be followed at least for two years to ease the program’s review process. This will help prepare competently for the accreditation, ahead of program’s review visit by the commission.
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