Direct assessment of engineering programs at the City College of New York

Harvey, Heather A.; Krudysz, Margaret

doi:10.1109/fie.2010.5673362

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…The direct assessment scheme comprises numerous components, for example, the midterm or final examination questions, quiz-type questions, class test questions (usually short questions), assignments, etc. (Harvey et al, 2010;Bhuyan & Khan, 2020;Bhuyan, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of electronics course outcomes

Bhuyan

Khan

2022

IJIRE

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Electronics as a course is one of the essential courses in the BSc EEE program and its outcomes are indicators of success. The main aim of this research work is to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program, incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various formative and summative assessment tests during a particular semester. Finally, statistical analysis is performed to check whether a particular student cohort of electronics courses could achieve this or not. All of the participating students have attained the benchmark set before the start of the course. Finally, course survey results and a few recommendations are provided as a measure of the continuous quality improvement method. Keywords: Assessment; Electronics; Evaluation; OBE; CO.

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Section: Literature Reviewmentioning

confidence: 99%

Assessment of electronics course outcomes

Bhuyan

Khan

2022

IJIRE

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“…Programme leaders typically assess achievement of PO using a variety of direct and indirect strategies and support their claims using objective evidence (Briedis 2002, Mak & Frezza 2006, Rodriguez-Marek et al 2008, Craddock & Mathias 2009, Wanousa et al 2009, Harvey et al 2010. One strategy can be based on assessing specific student knowledge and skills developed in courses in satisfaction of course outcomes (CO) and consequently PO.…”

Section: Introductionmentioning

confidence: 99%

Alignment of Course Contents and Student Assessment with Course and Programme Outcomes – A Mathematical Approach

Shanableh

2014

Engineering Education

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Successful course design and delivery relies on aligning course contents and student assessment with course and programme outcomes (CO and PO). In practice however, emphasis of CO and PO in delivered course content units (CCU) and student assessment units (SAU) may significantly deviate from the emphasis intended by course design. In this article, a mathematical approach was used to generate indicators of alignment of CCU and SAU with CO and PO. The indicators include: emphasis of CO and PO in delivered CCU (I CCU-CO and I CCU-PO); emphasis of CO and PO in SAU (I SAU-CO and I SAU-PO); alignment of SAU with CCU (I SAU-CO /I CCU-PO and I SAU-PO /I CCU-PO), and achievement of CO and PO based on student performance (I SP-CO and I SP-PO). Estimation of the various indicators was based on linking CCU and SAU with CO, linking CO to PO, and assigning weights, on an appropriate scale, to the different links. The mathematical approach requires data that are either readily available to instructors or that can be generated easily. The various indicators provide rational bases for aligning CCU and SAU with CO and PO, as well as for revising CO and realigning CO with PO. A spreadsheet can be used to automate estimation of the various indicators, compare the results with limits set by users, and generate a summary report, including tables and figures. The approach was demonstrated using a realistic course example in which the results were used as bases for realigning the CCU and SAU with CO and PO the second time the course was offered.

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“…Harvey et al discuss direct and indirect course assessments for ABET accreditation in their computer science program. 2 Direct assessments constitute assessment methods through what is considered external entities, such as the faculty or external reviewers. Direct assessment is achieved using direct measuring instruments, such as a problem on a test, employer surveys, graduating senior surveys, or alumni surveys; indirect assessments were considered to be student self assessment surveys.…”

Section: Background On Course and Program Assessmentmentioning

confidence: 99%

Software-Based Assessment Method for Student Learning Outcomes and Program Outcomes

Mehrübeoğlu¹,

Verma²

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Mehrubeoglu received her B.S. degree in Electrical Engineering from the University of Texas at Austin, and her M.S. and Ph.D. degrees in Bioengineering and Electrical Engineering, respectively, from Texas A&M University. After working as a research engineer and software engineer at Electroscientific Industries, where she developed new algorithms for machine vision problems, she joined Cyprus International University as the Chair of Department of Computer Engineering. After returning to Texas she taught at Texas A&M University-Kingsville. She has been with Texas A&M University-Corpus Christi since fall of 2005, and assumed Program Coordinator responsibilities in spring of 2010. Dr. Mehrubeoglu's areas of research include machine vision, imaging and image processing, optical property measurements and instrumentation, applications in biomedical engineering, and effective teaching pedagogies. Satyajit Verma Satyajit Verma has more than twenty five years of chemicals and plastic and engineering design experience. He was also taught Texas A&M University-Corpus Christi as an Assistant Professor in the Engineering Technology program. He developed the ClassAct software to help the Engineering Technology program gain accreditation.

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Direct assessment of engineering programs at the City College of New York

Cited by 6 publications

References 10 publications

Assessment of electronics course outcomes

Assessment of electronics course outcomes

Alignment of Course Contents and Student Assessment with Course and Programme Outcomes – A Mathematical Approach

Software-Based Assessment Method for Student Learning Outcomes and Program Outcomes

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