Competency matrix assessment in an integrated, first-year curriculum in science, engineering, and mathematics

Anderson, Claude; Bryan, Kurt; Froyd, Jeff; Hatten, D.L.; Kiaer, C.L.; Moore, Nodlaig; Mueller, Misti R.; Mottel, E.A.; Wagner, Joseph

doi:10.1109/fie.1996.567858

Cited by 11 publications

(3 citation statements)

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“…Some elements of the proposed approach are perhaps more similar to competency-based education (CBE) methods [25]- [29]. The essence of this approach is attributed to McClelland [30] who advocated determining what leads to superior performance by identifying top performers and finding out what they do.…”

Section: Discussionmentioning

confidence: 99%

Performance theory based outcome measurement in engineering education and training

et al. 2000

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An approach is presented to improve engineering education that is based on new concepts of systems performance and classic feedback theory. An important aspect is the use of General Systems Performance Theory (GSPT) to provide a performance model of the educational system and as a basis for the key outcome metrics: the volumes of performance capacity envelopes of individual students. Feedback is aimed at achieving both better curriculum design and teaching methods. In addition to conceptual issues, a web-based implementation plan and experimental validation plan is described. The quantitative modeling approach taken, including choice of appropriate levels of abstraction, has provided better understanding of the system used to provide engineering education and a basis for quantitatively linking components of the program to student performance in a causal manner. The educational system performance model is discussed in the context of competency models. It is believed that this approach holds promise for not only documenting a meaningful type of outcome but also for providing insight into the rationale for steps taken in attempts to improve an educational system.

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Section: Discussionmentioning

confidence: 99%

Performance theory based outcome measurement in engineering education and training

et al. 2000

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“…From the course learning assessment matrix, the instructor will be able to rate the relevance of any course activity to students' learning and redesign the course accordingly. The course learning assessment matrix simplifies the assessment process into a single table that replaces the course competency matrix, learning checklists and the course activity impact matrix which were discussed by Anderson et al [12], and McNeil and Bellamy [13].…”

Section: Outcomes Assessment-based Course Syllabusmentioning

confidence: 99%

Adopted Techniques Towards Abet Ec2000 Accreditation At The American University Of Beirut

Mrad¹,

Ghaddar²,

Abed³

et al.

2000 Annual Conference Proceedings

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The Faculty of Engineering and Architecture at the American University of Beirut recognized the need to institutionalize quality assurance, whereby ongoing mechanisms for outcomes assessment and quality improvement would be built into the educational system. A committee of faculty members from the different departments was formed to investigate how best to introduce quality assurance into the educational system that can lead to ABET EC2000 certification. The vision and mission statements of the Faculty of Engineering and Architecture (FEA) were articulated and the educational objectives and outcomes were formulated for each of the four undergraduate programs offered in Civil Engineering, Electrical Engineering, Computer and Communications Engineering, and Mechanical Engineering. 1 Presently spending a sabbatical year at MIT. Ex-Dean and chairman of the Total Quality Management Committee.

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“…Tyler 2 (page 50) may have actually developed the first Competency Matrix. The current use of Competency Matrices in assessment has been extensively reported elsewhere 5 , thus only a very brief overview will be presented here. A Competency Matrix is similar to the Articulation Matrix, in that it details the competencies to be mastered in the first few columns.…”

Section: Using a Competency Matrix To Assess Learning Outcomesmentioning

confidence: 99%

Assessment For Improvement In The Classroom

McNeill¹,

Bellamy²

1998 Annual Conference Proceedings

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Competency matrix assessment in an integrated, first-year curriculum in science, engineering, and mathematics

Cited by 11 publications

References 0 publications

Performance theory based outcome measurement in engineering education and training

Performance theory based outcome measurement in engineering education and training

Adopted Techniques Towards Abet Ec2000 Accreditation At The American University Of Beirut

Assessment For Improvement In The Classroom

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