JIC ABET WORKSHOP No.10
 STATUS OF JIC ABET ACCREDITATION PROJECT.
 GUIDELINES ON THE ASSESSMENT OF PROGRAM
EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES.
 RUBRICS FOR THE ASSESSMENT OF STUDENT
PERFORMANCES
Presented by:
JIC ABET COMMITTEE
Venue: JIC Auditorium
Date:
Monday Nov 28, 2011
Time:
10:00 AM
STATUS OF JIC ABET ACCREDITATION PROJECT
ACHIEVEMENTS
Task
Form the Departmental ABET
Committees
Description
• One SSR committee per program
• One Assessment Committee per
program
• One Display committee per
program
Status
All Committees were
formed
Obstacles
Some
committees have
been changed.
• Program Advisory and Evaluation
Committee for each program.
Difficulty in
Not all programs have
contacting
submitted final nominations External PAEC
members
•Students
Identified and are accessible
None
•Alumni
Data base is created
None
•Employers
Data base is created
None
•Faculty
Identified and are accessible
None
Define JIC Mission
Defined and published
None
Define Department Mission
Defined and published
None
Define Program Educational
Objectives (PEO’s)
Defined , published and
Mapped to JIC Mission
None
Define Student Outcomes (SO’s)
Defined , published and
Mapped to PEO’s
None
Define Performance Indicators
Defined
None
Identify Constituencies
ACHIEVEMENTS
Task
Description
• Display Program elements in
departments
• Power point presentation on AS
Conduct Student program elements.
Awareness
Activities
Design
Curriculum
Train faculty on how to design an
outcome based Course Description
Define Course learning Outcomes
(CLO’s)
Update the Course description to
meet ABET standards.
• Mapping Course Learning
Outcomes to Performance
Map Curriculum Indicators
to Student
• Mapping the Curriculum to
Outcomes
Student Outcomes
• Check for Curriculum Consistency
• Define Key Courses (Courses that
will serve as source for
assessment)
Status
Obstacles
AS Program elements are displayed in the
corridors of each department.
None
One PPT has been developed for each program
and will be submitted to department for
implementation.
The presentations are to be conducted during weeks 12
and 13 for all the sections of one of the program courses
per block. Departmental and Library facilities may be used.
Arrangements are to be done by the departments.
A workshop on Blooms Taxonomy was conducted.
CLO’s were Defined by departments’ programs
using Blooms Taxonomy.
None
None
Course descriptions were rewritten as per ABET
standards
In progress
Guidelines and tools have been prepared and will
be submitted to departments
None
ACHIEVEMENTS
Task
Description
Define assessment
and evaluation
activity timeline for
PEO’s
Status
In progress
Assessment of Student Outcomes
Define assessment
and evaluation
activity timeline for
SO’s
In progress
Design Direct and
Indirect Assessment
flow charts for SO’s
Developed and will be submitted
to departments for feedback
before implementation in the SIS
Design Direct
Assessment Tools
Course assessment Chart
Done and implemented
Course assessment Report
Done and implemented
Electronic tool for CLOs and SOs direct ITC was approached and will
assessment
assist in the development of SIS
based assessment module.
Obstacles
ACHIEVEMENTS
Task
JIC Website
Description
Update the information in JIC Website
1. JIC mission
2. Department Mission
3. PEO’s
4. SO’s
5. Course Descriptions
6. Course page
7. Student Handbook
8. Faculty Handbook
PAEC
Involvement of
Constituencies in
program Continuous
Improvement
Alumni
Employers
Students
Faculty
Status
ITC will be approached
updating information
Obstacles
for Full support from
ITC department is
expected.
In progress
Some PEA Committees were not
formed yet
Alumni Surveys conducted
Employer Surveys conducted
Course satisfaction and Exit
Surveys conducted
Faculty Surveys conducted
Difficulty in
contacting External
PAEC members
None
None
None
None
ACHIEVEMENTS
Task
Description
Status
Obstacles
In progress
Some assessment
data are still not
available for
program evaluation.
Achievements
Guidelines have been prepared and submitted to
departments.
Informative workshops have been conducted.
Some elements of the report ( Mission , PEOs, SOs ) have
been defined.
Self-Study Report
Staff are
over loaded
Remaining tasks
Define and document Assessment strategies.
Collect and analyse assessment data.
Document other program elements for the remaining
criteria.
GUIDELINES ON THE ASSESSMENT OF PROGRAM
EDUCATIONAL OBJECTIVES AND STUDENT
OUTCOMES
COLLEGE MISSION
PROGRAM EDUCATIONAL OBJECTIVES
Provide
welleducated
and highlytrained
manpower
Offer careerfocused and
marketdriven
programs
Work in
partnership with
business,
industry, and
community
Support programs
for local and
national
development
1. To prepare graduates who are capable of
performing satisfactorily in the field of electrical
power engineering technology.
x
x
x
x
2. To prepare graduates who are capable of working as
individuals or in teams.
x
x
x
x
3. To prepare graduates who are capable of effectively
communicating technically in written, oral and
graphic forms.
x
x
x
4. To prepare graduates who are motivated and
capable of pursuing life-long learning through
higher education, and continuous professional
development.
5. To prepare graduates who understand, appreciate
and demonstrate ethical behavior, social
responsibility, and respect for diversity.
x
x
x
x
x
x
Student Outcomes
By the end of the program, the students should be able to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
apply the acquired knowledge, techniques, skills and the use of modern tools to
narrowly defined electrical power engineering technology activities;
apply knowledge of mathematics, science, engineering and technology to solve
practical problems in the field of electrical power engineering technology that require
limited application of principles but extensive practical knowhow;
conduct standard tests and measurements, and to conduct, analyze and interpret
experiments;
function effectively as a member of a technical team;
identify, analyze, and solve narrowly defined engineering technology problems;
apply written, oral, and graphical communication in both technical and non-technical
environments; and an ability to identify and use appropriate technical literature;
understand the need for and engage in self-directed continuing professional
development;
understand and show a commitment to address professional and ethical
responsibilities, including a respect for diversity; and
show a commitment to quality, timeliness, and continuous improvement.
GUIDELINES ON THE ASSESSMENT OF PROGRAM
EDUCATIONAL OBJECTIVES AND STUDENT
OUTCOMES
Relationship of Student Outcomes to Program Educational Objectives
Program
Educational
Objectives
Student Outcomes
By the end of the program, the students should be able to:
a.
a.
a.
apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly
defined electrical power engineering technology activities;
apply knowledge of mathematics, science, engineering and technology to solve practical
problems in the field of electrical power engineering technology that require limited
application of principles but extensive practical knowhow;
1
2
3
4
x
x
x
x
x
x
x
x
x
x
x
5
a.
conduct standard tests and measurements, and to conduct, analyze and interpret
experiments;
function effectively as a member of a technical team;
a.
analyze, and solve narrowly defined engineering technology problems;
x
x
a.
apply written, oral, and graphical communication in both technical and non-technical
environments; and an ability to identify and use appropriate technical literature;
x
x
a.
understand the need for and engage in self-directed continuing professional development;
x
x
x
a.
understand and show a commitment to address professional and ethical responsibilities,
including a respect for diversity; and
x
x
x
x
show a commitment to quality, timeliness, and continuous improvement.
x
x
x
x
a.
x
x
x
x
x
Performance Indicators
a
b
c
d
e
f
g
h
i
Student Outcomes
Performance Indicators
Apply the acquired knowledge, techniques, skills and the use of modern a.1 Select appropriate techniques and tools for a specific task in electrical power
tools to narrowly defined electrical power engineering technology
engineering technology.
activities.
a.2 Use computer-based and other resources effectively in assignments and projects.
b.1 Apply basic mathematical knowledge to solve basic problems.
Apply knowledge of mathematics, science, engineering and technology
b.2 Apply principles of physics to solve simple practical problems in the field of electrical
to solve practical problems in the field of electrical power engineering
power engineering technology.
technology that require limited application of principles but extensive
b.3 Apply principles of general chemistry to solve simple practical problems in the field
practical knowhow.
of electrical power engineering technology.
c.1 Demonstrate good laboratory practices.
c.2 Identify, select and use appropriate equipment/apparatus/specimen/device for a
Conduct standard tests and measurements, and to conduct, analyze and
specific experiment.
interpret experiments.
c.3 Configure set-up, perform measurements, relate parameters and explain system
operation.
d.1 Recognize and perform his role in a team.
d.2 Integrate input from all team members to solve problems.
Function effectively as a member of a technical team.
d.3 Show respect for his teammates.
e.1 Identify and describe basic problems.
e.2 Analyze problem constraints.
Identify, analyze, and solve narrowly defined engineering technology
e.3 Recognize standard procedures.
problems.
e.4 Manage information and solve basic problems.
f.1 Listen carefully and respond to questions appropriately.
Apply written, oral, and graphical communication in both technical and
f.2 Use appropriate graphics in oral and written communications.
non-technical environments; and an ability to identify and use
f.3 Use mechanics and grammar appropriately.
appropriate technical literature.
f.4 Paraphrase technical and non-technical literature satisfactorily.
g.1 Acknowledge the importance of professional development.
Understand the need for and engage in self-directed continuing
g.2 Show initiative, interest, and get involved in learning about specialty- related
professional development.
subjects.
h.1 Know code of ethics for the profession.
Understand and show a commitment to address professional and
h.2 Recognize the influence his profession has on the community.
ethical responsibilities, including a respect for diversity.
h.3 Demonstrate positive attitude towards faculty and peers.
h.4 Show awareness for diverse ideas and cultural differences.
i.1 Identify the quality requirements for a specific task.
Show a commitment to quality, timeliness, and continuous
i.2 Develop a plan to conduct a specific task within a given timeframe.
improvement.
i.3 Identify weaknesses and take appropriate actions for improvement.
Mapping Course Learning Outcomes to Performance Indicators
Course
Code
Course
Title
EEE 101 Electrical Circuits I
Course Learning Outcomes (CLOs)
1.Learn the basic and derived units for various
fundamental terms in Electrical and Electronic
Engineering.
2. Understand the characteristics & concepts of DC series, Q1
parallel and series-parallel circuits.
Mid-Term EX
Ass 1
Final Ex
3. Take measurements of resistance, voltage and currents
in different combinations of DC circuits and prove the
results by computer-based experiments.
4. Understand and apply circuit theorems.
5. Learn the construction and concepts of capacitor and
inductor and their applications.
6. Take measurements of resistance, voltage and currents
in different combinations of DC circuits and prove the
results by computer-based experiments.
7. Understand and apply circuit theorems.
8. Learn the construction and concepts of capacitor and
inductor and their applications.
EEE
121
ELC
103
Instrumentation and
Measurements I
English III
Assessment
Activities
And Weights (%)
Assessment
Perform
ance
indicator
s
Weight addresse
%
d by the
course
25
25
25
25
Student
Outcom
es
addresse
d by the
course
a.1/ a.2 a, b
b.1/ b.2/
Mapping the Curriculum to Student Outcomes
Curriculum Consistency Checklist
Criteria
Each CLO is stated using Blooms taxonomy.
Each CLO addresses not more than three Student Outcomes.
The number of CLOs per course does not exceed twelve.
Each CLO addresses specific skills.
CLOs are neither repetitive nor overlapping.
Each CLO is addressed by at least one teaching topic or activity.
At least one assessment activity is defined for each CLO.
Each Student Outcome is addressed by at least two courses.
Each course addresses at least one Student Outcome.
* If not applicable, please revise and take necessary action
Please
tick if applicable *
Key Courses that will serve as source for Assessment
•A key course for a Student Outcome should address substantially the performance indicators of that outcome.
•For each Student Outcome, Identify at least two but not more than three key courses that will serve as source for
Assessment of the Outcome.
Assessment and evaluation activity timeline for Student Outcomes
Assessment Planning Matrices for Student Outcomes
Direct Assessment flowchart for a Student Outcome
Summary of Performance Indicators/Outcome Results (Direct Assessment)
Indirect Assessment flow chart for a Student Outcome
Summary of Student Outcomes Results (Indirect Assessment)
RUBRICS FOR THE ASSESSMENT OF
PERFORMANCE CRITERIA /STUDENT
OUTCOMES
What is a rubric?
Rubrics generally contain three components:
• Dimensions (performance criteria),
• Scale levels of performance),
• Descriptors
• Rubrics are not required for all outcomes
• Rubrics guide faculty in the assessment process and
provide understanding of areas of strength and weakness
in student performance related to specific performance
criteria
Purpose of Rubric
• Overall examination of student performance
• Specific information to/about student competence
Types of Rubrics

Holistic Rubric

Analytic Rubric
Holistic Rubric
 Raters make judgments by forming an overall impression of a performance
and matching it to the best fit from among the descriptions on the scale
 Each category on the scale describes performance on several performance
criteria
Advantages:
 They are often written generically and can be used with
many tasks.
 They save time by minimizing the number of decisions
raters must make.
 Trained raters tend to apply them consistently, resulting
in more reliable measurement.
Disadvantages:
 They do not provide specific feedback about the
strengths and weaknesses of student performance.
 Performances may meet criteria in two or more
categories, making it difficult to select the one best
description. (If this occurs frequently, the rubric may be
poorly written.) Criteria cannot be differentially
weighted.
Analytic Rubric
•
Analytic scales tend to focus on important
dimensions of student performance related to
performance criteria.
•
Dimensions are presented in separate
categories and rated individually.
•
Points with associated descriptors are
assigned for performance on each of the
dimensions.
Advantages:
 They provide useful feedback about areas of strength
and weakness in student performance.
 Their dimensions can be weighted to reflect relative
importance.
 They can demonstrate progress over time in some or all
dimensions when the same rubric categories are used
repeatedly
Disadvantages:
 They take more time to create and use.
 There are more possibilities for raters to disagree.
 It is more difficult to achieve intra- and inter-rater
reliability on all of the dimensions in an analytic rubric
than on a single score yielded by a holistic rubric.
PROPOOPOSED RUBRICS FOR
THE ASSESSMENT OF JIC STUDENT
PERFORMANCE
Rubric for lab work
Lab work record
Please mark with X if criterion not satisfied
Rubric for lab report
Semester based report scoring record
Rubric for Cooperative Work Experience
(Student evaluation by Co-op Supervisor)
Cooperative Work Experience Assessment Report
Rubric for Diploma Project Report
Rubric for Diploma Project Work (Student evaluation by Instructor)
Diploma Project Assessment Reports (Project work and project report)
Diploma Project Assessment Reports (Project work and project report)
Rubric for Oral Presentation