ABET-ASAC Accreditation Workshop ABET Criteria and Outcomes Assessment

advertisement
ABET-ASAC
Accreditation Workshop
ABET Criteria and
Outcomes Assessment
Copyright © 2013 by ABET
Criteria for Accrediting
Applied Science Programs
 The document can be found on the ABET website
(www.abet.org)
 The General Criteria applies to all programs seeking
accreditation under ASAC
 In addition to the General Criteria, if there is program specific
criteria for the type of program being considered, then the
program will also be required to meet program specific
criteria
 Applicable Program Specific Criteria is determined by the
program title
 Currently there is no construction management program
criteria in force. CMAA has submitted the draft program
criteria to ABET for review and approval. Once it is
approved, programs will then be required, where applicable,
to meet the program criteria as well.
Copyright © 2013 by ABET
2
3
General Criteria for Accrediting
Applied Science Programs
Copyright © 2013 by ABET
4
General Criteria Sections
Criterion 1: Students
Criterion 2: Program Educational Objectives
Criterion 3: Student Outcomes
Criterion 4: Continuous Improvement
Criterion 5: Curriculum
Criterion 6: Faculty
Criterion 7: Facilities
Criterion 8: Institutional Support
Copyright © 2013 by ABET
Criterion 1: Students
The program must:
Evaluate student performance, advise
students, and monitor students’ progress.
Have and enforce policies for acceptance of
transfer students and validation of courses
taken elsewhere.
Have and enforce procedures to assure that
all students meet all program requirements.
Copyright © 2013 by ABET
Criterion 2: Program
Educational Objectives (PEOs)
The program must have in place:
 Published PEOs consistent with
mission and these criteria.
 Process that periodically documents
and demonstrates that the PEOs are
based on the needs of the program’s
constituencies.
Copyright © 2013 by ABET
7
Criterion 2: PEO Characteristics
 Clearly defined
 Broadly applicable
 Consider constituents and mission
 Achievable/realistic
 Relevant to the Profession
 Do not contradict one another
 Align with Professional Standards
 Feasible to measure
Copyright © 2013 by ABET
Criterion 3: Student Outcomes
 The program must demonstrate that (a) – (k) are attained.
 Note: For Associate degree programs, (a) – (i) listed under
“Associate Degree Programs.”
 Student outcomes are defined as (a) – (k) plus any
additional ones articulated by the program.
 Student outcomes must foster attainment of the PEOs.
 There must be an assessment and evaluation process that
periodically documents and demonstrates the degree to which
outcomes are attained, which is addressed under Criterion 4 –
Continuous Improvement.
Copyright © 2013 by ABET
Criterion 3: Student Outcomes
 Describe what students are expected
to know and be able to do at the time
of graduation.
 Relate to skills, knowledge, and
behaviors that students acquire as
they progress through the program.
Copyright © 2013 by ABET
9
Criterion 3: Student Outcomes
Baccalaureate degree programs must demonstrate that
graduates have:
a) an ability to apply knowledge of mathematics,
science, and applied sciences
b) an ability to design and conduct experiments, as well
as to analyze and interpret data
c) an ability to formulate or design a system, process, or
program to meet desired needs
d) an ability to function on multidisciplinary teams
e) an ability to identify and solve applied science problems
Copyright © 2013 by ABET
10
Criterion 3: Student Outcomes
f) an understanding of professional and ethical responsibility
g) an ability to communicate effectively
h) the broad education necessary to understand the impact of
solutions in a global and societal context
i) a recognition of the need for and an ability to engage in
life-long learning
j) a knowledge of contemporary issues
k) an ability to use the techniques, skills, and modern
scientific and technical tools necessary for professional
practice.
Copyright © 2013 by ABET
11
Program Educational Objectives
Vs.
Student Outcomes
 Program Educational Objectives specify desired
future attainment (Expectations a few years after
graduation).
 Student Outcomes specify what students will know
or be able to do as a result of completing a program’s
curriculum (At the time of graduation).
 Differences
 Degree of specificity
 Role of constituents
Copyright © 2013 by ABET
12
Criterion 4: Continuous Improvement
 Programs shall use appropriate, documented processes
for assessing and evaluating the extent to which the
student outcomes are being attained.
 Each program must show evidence of actions taken to
improve the program.
 These actions should be based on available information.
 The improvements can be based on any available
information!
Copyright © 2013 by ABET
Criterion 5: Curriculum
 The curriculum requirements specify subject
areas appropriate to applied science programs
but do not prescribe specific courses.
How does the curriculum align with the program
educational objectives?
How does the curriculum and its associated
prerequisite structure support the attainment of the
student outcomes?
Copyright © 2013 by ABET
Criterion 6: Faculty
 Sufficient number to maintain continuity, stability,
oversight, student interaction, and advising
 Competence of faculty members must be
demonstrated by such factors as education,
professional credentials and certifications, etc.
 Responsibility and authority to improve the program
 Some program criteria have additional requirements.
Copyright © 2013 by ABET
Criterion 7: Facilities
 Classrooms, offices, laboratories, and
associated equipment must be adequate to
support attainment of the student outcomes and
to provide an atmosphere conducive to learning.
The team will tour the facilities as part of the visit
process.
Examples of facilities may include teaching labs,
computer labs, libraries, advising centers, etc.
Copyright © 2013 by ABET
Criterion 8 : Institutional Support
Institutional support and leadership must
be adequate to ensure the quality and
continuity of the program.
Resources include institutional services,
financial support, and staff (both administrative
and technical).
Copyright © 2013 by ABET
Program- and Degree-Specific Criteria
 In addition to the eight General Criteria, the team
will assess the program’s compliance with
applicable program and degree specific
criteria unless the program is being reviewed
under the General Criteria only.
 Applicable program specific criteria are
determined by the program title.
 Additional degree criteria apply to master’s
degree programs.
Copyright © 2013 by ABET
Accreditation Policy and Procedure
(APPM) Items
There sections of the ABET Accreditation Policy and
Procedure Manual (APPM) that programs should pay
particular attention to:
 Number of graduates
 II.E.5. To be eligible for an initial accreditation review, a program
must have at least one graduate within the academic year
prior to the academic year of the on-site review.
Copyright © 2013 by ABET
APPM Items
 II.E.4. Program names must meet ABET requirements.
 The program name must be descriptive of the content of the program.
 The program name must be shown consistently on transcripts of its
graduates, in the institution’s electronic and print publications, and on
the ABET Request for Evaluation (RFE).
 If a program name implies specialization(s) for which Program Criteria
have been developed, the program must satisfy all applicable Program
Criteria.
 A program may choose to have an option, or similar designation implying
specialization within the program, reviewed as a separate program.
 If a program name invokes review by more than one commission, then
the program will be jointly reviewed by all applicable commissions.
Copyright © 2013 by ABET
21
Outcomes-Based Assessment
 Outcomes-based Assessment
 Institutions and programs define mission and
objectives to meet needs of their constituents
 Provides for program differentiation
 Outcomes: preparation for professional practice
 Programs demonstrate how student outcomes are
being met
Copyright © 2013 by ABET
Remember…
 The institution must provide evidence that they have a
working and effective system of assessment of student
outcomes in place.
 The institution must describe a clear relationship between
program educational objectives, student outcomes, and
measurable indicators of success with required levels of
achievement.
 The evaluation team is assessing programs based on the
criteria and the strength of the evidence provided by the
institution, not your own personal references.
Copyright © 2013 by ABET
23
Assessment Methods
DIRECT
INDIRECT
 Student assignments

Surveys and
questionnaires
 National exams

Focus groups
 Student portfolios

Advisory board
recommendation
polls, exercises

Exit interviews
 Locally developed
Copyright © 2013 by ABET
24
Assessment Methods
 Valid assessment methods generate useful
data.
 RELEVANT – Measures the educational
outcome as directly as possible.
 ACCURATE – Measures the educational
outcome as correctly as possible.
 USEFUL – Measures provide formative and
summative results with clear implications for
educational program evaluation and
improvement.
Copyright © 2013 by ABET
25
Emphasis Under Outcomes-Criteria
 Practice of continuous improvement
 Input of constituencies, with emphasis on
involving an industrial advisory committee
 Process focus
 Outcomes & assessment linked to objectives
 Knowledge required for entry into “the
profession”
Copyright © 2013 by ABET
26
Assessing Student Outcomes
 Describe what students are expected to
know at the time of graduation.
 Relate to skills, knowledge, and
behaviors that students acquire as they
progress through the program.
Copyright © 2013 by ABET
27
Assessing Student Outcomes
 Performance Indicators
 Articulate key characteristics of an outcome.
 Make it possible for faculty to choose “good
fit” methods.
 2 critical components
 Subject content that is the focus of instruction
 Direct students to a specific performance
Copyright © 2013 by ABET
28
Assessing Student Outcomes
 Performance Indicators
 Provide faculty with clear direction for
implementation in the classroom.
 Make expectations explicit to students.
 Focus on data collection.
Copyright © 2013 by ABET
29
Assessment Methods
 There will always be more than one way to
measure any student outcome.
 No single method is enough for measuring a
variety of different student abilities.
 There is generally an inverse relationship
between the quality of measurement methods
and their expediency.
 It is critical to pilot test a method to see if it is
appropriate for an outcome and a program.
Copyright © 2013 by ABET
30
Assessment Misconceptions
 School must demonstrate that EVERY
student has attained the student outcomes.
 School must have a separate rubric for each
student outcome.
 School must collect data from EVERY course
that significantly covers the outcome.
 School must aggregate or average ALL data
to demonstrate attainment.
Copyright © 2013 by ABET
31
Reporting Student Outcomes
 Necessary elements in data reporting of student
outcomes
 Performance Indicator (What is being
evaluated?)
 Courses (Where indicator is being evaluated?)
 Method(s) of Assessment (How evaluated?)
 Summative Data Collection (Target courses?)
 Length of Assessment Cycle
 Year(s)/semester of data collection
 Target for Performance
Copyright © 2013 by ABET
32
Reporting Misconceptions
 Demonstrate that EVERY student has attained
outcomes.
 Separate rubrics for each student outcome.
 Include assessment of outcomes in assessment of
objectives.
 Collect data from EVERY course that covers
outcome.
 Aggregate or average ALL data to demonstrate
attainment.
Copyright © 2013 by ABET
Questions?
Copyright © 2013 by ABET
Download