Acreditación ABET
Assessment de Programas y
Estrategias de Mejora
Continua
BRENDA ARREOLA
ALEJANDRO MANRÍQUEZ
27 y 31 de Octubre 2014
TECNOLOGICO DE MONTERREY
Agenda
1.
Terminología
2.
From Input to Outcomes
3.
Descripción del Proceso de ABET
a)
Misión de la Institución
b)
Objetivos del Programa
c)
Competencias de Egreso
d)
i.
Criterios de Evaluación
ii.
Matriz de competencias por programa
Metodología para evidenciar el modelo ABET
EDUCACIÓN EJECUTIVA:
PAG
Agenda
Modelo de Mejora Continua
1.
Ciclo de evaluación de cursos
a)
i.
Assessment de programas
b)
i.
c)
1.
Criterios y rúbricas
Acciones de mejora e implementación
Alineación de objetivos ABET-Institución
Plan de Trabajo
¿Qué es ABET?

Acreditadora Internacional que asegura que
los programas cumplan con estándares de
calidad que se establecieron para la
profesión.

Se han acreditado más de 3,100 programas.

Aproximadamente en 670 universidades y 24
países.
www.abet.or
Impacto de la Acreditación
Impacto a los Estudiantes
Obtener educación de calidad al cumplir
con los estándares de la profesión
Incrementar las oportunidad de empleo a
nivel internacional.
Facilitar la entrada a Certificaciones
Facilita aplicación a becas internacionales.
Intercambios
Entre otros…….
Impacto a las Instituciones
o Promover mejores practicas en la educación
o Reconocimiento internacional en calidad
o Involucrar directamente a los profesores en
assessment y la mejora continua de los procesos.
o Basarse en Aprendizaje de Competencias en vez
“teaching inputs”
o Facilidad para aceptar transferencia de créditos.
Comparativo 2007-2008 vs 2014-2015
2007-2008
Engineering
2014-2015
Computing
Background Information
Objectives and Assessment
Background Information
Students
Student
Program Educational
Objectives
Faculty
Students
Program Educational
Objectives
Program Outcomes and
Assessment
Curriculum
Professional Component
Laboratories and Computing
Facilities
Faculty
Institutional Support and
Financial Resources
Faculty
Facilities
Institutional Facilities
Facilities
Institutional Support and
Financial Resources
Students Outcomes
Continuous Improvement
Curriculum
Institutional Support
Program Criteria
Program Criteria
CHANGING THE
FOCUS
From
COMPLIANC
E
To…..
Continuous Improvement
Evaluator
Traininig
Better
Evaluations
IDEAL,
Workshops
Symposium
Faculty
Assessment
Training
Promote CQI
Everywhere
Promote
Accreditation
Institution
Expectetions
Terminología
ESPE
ABET
Description
Concep Concept
t
Institutiona
l Mision
Statement
Perfil
Program
Profesio Education
nal
al
Objectives
Describes the communities that are served
and the institutional purposes and other
characteristics that define the institution.
Program educational objectives are broad
statements that describe what graduates are
expected to attain within a few years after
graduation. Program educational objectives
are based on the needs of the program’s
constituencies
Student outcomes describe what students
Resultad Student
os de
Outcomes are expected to know and be able to do by
Aprendi
the time of graduation. These relate to the
zaje
knowledge, skills, and behaviors that
students acquire as they progress through
the program.
ESPE
Concept
ABET
Description
Concept
Assessment Assessment is one or more processes that identify,
collect, and prepare data to evaluate the attainment
of student outcomes and program educational
objectives. Effective assessment uses relevant direct,
indirect, quantitative and qualitative measures as
appropriate to the outcome or objective being
measured. Appropriate sampling methods may be
used as part of an assessment process.
Evaluation Evaluation is one or more processes for interpreting
the data and evidence accumulated through
assessment processes. Evaluation determines the
extent to which student outcomes are being attained.
Evaluation results in decisions and actions regarding
program improvement.
Performanc Specific, measurable statements identifying the
e Indicators performance(s) required to
meet the outcome; confirmable through evidence.
Terminología
Constituent Involving the program’s constituents, for periodic
s/Stakehold review of the PEOs so that they remain consistent with
er
the institution’s mission, the constituents’ needs, and
the criteria.
From INPUTS to OUTCOMES
Proceso ABET
CRITERIOS GENERALES ABET
PARA PROGRAMAS DE NIVEL BACHILLERATO
Assessment Process
Misión/Visión de la Institución

Formamos líderes con espíritu emprendedor, sentido
humano y competitivos internacionalmente.
Process for Curriculum Design
Program Educational Objectives (PEOs)
 are
broad statements that
describe what graduates
are expected to attain
within a few years after
graduation. Program
educational objectives are
based on the needs of the
program’s constituencies
Characteristis of Good PEOs

Align with constituents' needs and institutional
mission.

Clearly defined

Serve as targets for early career development

Relevant to the profession

Achievable and realistic
1.
El egresado es un profesionista exitoso que participa en
Objetivos
del
Programa
(IC)
proyectos públicos o privados relacionados con su
ámbito profesional utilizando prácticas y tecnologías
innovadoras
2.
El egresado es un profesionista actualizado en su campo
profesional
3.
El egresado es un profesionista que lidera equipos de
trabajo multidisciplinarios tanto en el ámbito nacional
como internacional.
4.
El egresado es un profesionista que realiza/ha realizado
estudios de posgrado en universidades reconocidas
internacionalmente
5.
El egresado es un profesionista que participa
activamente en beneficio del medio ambiente tomando
en cuenta el impacto ambiental en las alternativas de
solución de proyectos de ingeniería que desarrolla
6.
El egresado es un profesionista con iniciativa y
Ejercicio 1

¿Quiénes son mis Constituents?

Buscar la Misión de la Institución

Declarar un Objetivo del Programa
Student Outcomes
Student outcomes describe
what students are expected to
know and be able to do by the
time of graduation. These relate
to the knowledge, skills, and
behaviors that students acquire
as they progress through the
program.
Student Outcomes A-K
Student outcomes are outcomes (a) through (k) plus any additional outcomes
that may be articulated by the program.
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and
interpret data
(c) an ability to design a system, component, or process to meet desired needs
within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, 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 engineering
tools Criterion 3. Student
http://www.abet.org/eac-criteria-2014-2015/
> General
Outcomes
necessary for engineering practice.

(a) an ability to apply knowledge of
mathematics, science, and engineering

El estudiante será capaz de aplicar los
conocimientos de matemáticas, ciencia e ingeniería
en las telecomunicaciones.

Diseña sistemas de comunicación utilizando modelos
matemáticos.


Evidencia: Radio enlace, antena……
Utiliza herramientas informáticas para la solución de
problemas de ingeniería.
Competencias de Egreso (IC)
1.
El alumno aplicará las ciencias e ingeniería básicas en la solución de problemas de
las áreas propias de la ingeniería civil: Estructuras, Hidráulica, Ingeniería Ambiental,
Vías de Comunicación, Administración de la Construcción y Materiales
2.
El alumno identificará, formulará y resolverá problemas en las diversas áreas de la
ingeniería civil utilizando las mejores prácticas y avances tecnológicos existentes
documentados a través de la enseñanza directa y la investigación auto-dirigida
3.
El alumno participará en equipos multi e interdisciplinarios.
4.
El alumno identificará áreas de oportunidad de emprendimiento en la industria de la
construcción, a nivel nacional e internacional y diseñará un plan de negocios para
ellas.
5.
El alumno realizará experimentos relacionados con la calidad del agua, fenómenos
hidráulicos, propiedades y características del suelo y materiales de construcción.
6.
El alumno comunicará eficientemente propuestas y resultados de los proyectos tanto
en forma oral como escrita
7.
El alumno conocerá la legislación ambiental mexicana y la aplicará en la evaluación
de los impactos ambientales resultantes del desarrollo de proyectos de ingeniería
civil.
8.
El alumno comprenderá su responsabilidad profesional y ética en el ejercicio de la
ingeniería civil en un contexto global.
Performance Indicators
 Specific,
measurable statements
identifying the performance(s)
required to meet the outcome;
confirmable through evidence.

Two main elements

Content referent


e.g., steps of the design process, chemical reaction, scientific method.
Action Verb

Direct students to a specific performance (e.g., list, analyze, apply, etc..)
Difference between SO and PI

is that student outcomes are intended to provide
general information about the focus of student
learning and are broadly stated of the outcome, not
measurable, while performance indicators are
concrete measurable performances students must
meet as indicators of achievement.
Sample performance
indicators:
Students
will know a professional code of ethics. (knowledge)
Students will be able to describe the problem solving
process.(comprehension)
Students will solve research problems through the application of
scientific methods. (application)
Definir Método de Evaluación
Directa

Tareas

Preguntas de Exámenes

Proyectos

Presentaciones orales

Reportes de Laboratorio

CENEVAL/EGEL

Encuesta Candidato a Graduarse

Focus Group

Recomendaciones del Comité Consultivo
Rúbricas
Indirecta
(opinión)
What is a rubric?
Purpose of Rubric
Estructura de una rúbrica
Rubric – Work Effectively in
Teams
Results – Teaming Skills
Programación del Assessment

Definir

¿Dónde se medirá?

Cada cuando se medirá

¿Qué nivel se espera obtener?…….
Curriculum Map
Curriculum Map -IC
Modelo de Mejora Continua
ITESM- EITI
Continuous Improvement

This section of your Self-Study Report should document your processes for regularly assessing
and evaluating the extent to which the student outcomes are being attained. This section
should also document the extent to which the student outcomes are being attained. It should
also describe how the results of these processes are utilized to affect continuous improvement
of the program.
Student Outcomes

It is recommended that this section include (a table may be used to present this information):

A listing and description of the assessment processes used to gather the data upon which the
evaluation of each student outcome is based. Examples of data collection processes may
include, but are not limited to, specific exam questions, student portfolios, internally
developed assessment exams, senior project presentations, nationally-normed exams, oral
exams, focus groups, industrial advisory committee meetings, or other processes that are
relevant and appropriate to the program.

The frequency with which these assessment processes are carried out

The expected level of attainment for each of the student outcomes

Summaries of the results of the evaluation process and an analysis illustrating the extent to
which each of the student outcomes is being attained

How the results are documented and maintained
Continuous Improvement
Describe how the results of evaluation
processes for the student outcomes and any
other available information have been
systematically used as input in the continuous
improvement of the program. Describe the
results of any changes (whether or not
effective) in those cases where re-assessment
of the results has been completed. Indicate
any significant future program improvement
plans based upon recent evaluations. Provide
a brief rationale for each of these planned
changes.
Proceso ABET
Modelo de Mejora Continua
Cultura – Mejora Continua
Cultura – Mejora Continua
One Year Cycle
Assessment
Ciclo Assessment y Evaluation
Assessment

Assessment is one or more processes
that identify, collect, and prepare data
to evaluate the attainment of student
outcomes and program educational
objectives. Effective assessment uses
relevant direct, indirect, quantitative
and qualitative measures as
appropriate to the outcome or
objective being measured. Appropriate
sampling methods may be used as part
of an assessment process.
Outcome Matrix
Assessment Methods
Assessment Methods
Evaluation Technique
Homework
Rubric for activity
Team Work Report
Rubric for activity
Laboratory Report
Rubric for activity
Orally and/or Writing Rubric for activity
Presentation
Final Project Report
Rubric for activity
EGEL/CENEVAL
Written exam
Assessment Plan
Frequency
Expected
Level
Frequency and Expected Level
The frequency with which of these assessment
processes are carried out
The assessment processes in courses and
EGEL/CENEVAL are performed each semester
Assessment
Goal that
Value
except the courses
are offered on an annually
Method
basis.
Selected Activity
80%
3
National Exam
80%
Satisfactory or outstanding in specific part of
the exam.
Course Assessment
Assessment in courses is the process for preparing information, collecting data and then
evaluating each outcome through defined criteria. In the assessment process, the following
elements are considered:

The professor plans the course evidence (assignment, homework, exam, project, laboratory report,
oral presentation, essay, etc.) that is related with the performance indicator to be measured.

The evidence should be evaluated, for each student, by the specified rubric.

The student must know the rubric to be evaluated.

The professor persuades his students to ensure everyone delivers evidence with quality.

The evidence is uploaded electronically to SAEP with the results of evaluation for each student.

During two semesters (fall and spring), the faculty apply the rubrics with specific methods to assess the
student outcomes. The results of these courses are recorded by faculty in SAEP.

The Institutional Accreditation Department is in charge of uploading Senior Surveys in SAEP.
EVALUATION

Evaluation is one or more processes
for interpreting the data and
evidence accumulated through
assessment processes. Evaluation
determines the extent to which
student outcomes are being
attained. Evaluation results in
decisions and actions regarding
program improvement.
3. Cycle Closure

The evaluation is the process of interpreting the
information and evidence of the assessment process
in courses and senior surveys. The evaluation
determines the level attained in each student
outcome.

The evaluation stage is conducted every summer.
The Department Heads coordinate meetings with
faculty to review the assessment results of
accumulated information of the two semesters (fall
and spring). They analyze the results and make
decisions to improve the development of students’
outcomes.

4.
Improvement
The objective of assessment courses is to analyze systematically how
the curriculum develops students’ outcomes. If the results yield
improvement opportunities, faculty members take actions based on
the results of the assessment and define improvement actions. The
actions are implemented the next semester when the courses are
offered to students again.

The Program Head defines what information is taken into account to
improve the program, based on the results of the evaluation,
internship program, student admissions, facilities, and other data.

Then, the Program Head analyzes the results and prepares a report
that is presented to program constituents, including the Advisory
Board. The Advisory Board is constituted by Faculty and recognized
Alumni, Employers and other education field constituencies. Finally,
the Program Head updates the program plan with the feedback of
the constituents to take action to improve the program along the
following academic year
Plan de Trabajo ABET
Accreditation Timeline
Asignación de Documentos
EAC
CAC
Dir. de Carrera
6
6
4
2
7
7
1
6
5
5
2
3
2
2 + 2 sub
(CAC)
1 + 2 sub
(CAC)
1
7
7
1
1
5
8 + 1 sub
(EAC)
8
5 + 1sub (EAC)
5 (CAC)
1
2
5
5
5
8
8
5
9
9
1
1
9
9
6
6
73
73
Autoestudio
Background Information
Students
Program Educational
Objectives
Students Outcomes
Continuous
Improvement
Dir. De
Depto.
Acredi.
Curriculum
Faculty
Facilities
Institutional Support
Program Criteria
Appendix
Table
3
9
1
2
7
1
2
3
16
16
41