Abstract
ABET requires direct assessment of student outcomes. For some outcomes this can be relatively simple; for others it can be a significant challenge. The authors have been developing and implementing direct assessment instruments for several of the "un-assessable" outcomes. This includes outcomes related to life-long learning, adapting to a continuously changing work environment, and teaming. The instruments address various competencies related to each outcome at different levels according to Bloom's taxonomy, and include instruments from non-engineering courses. Preliminary results show that the instruments produce assessment results that are consistent with ad-hoc faculty observation and appear to be reliable indicators of achievement of the outcomes.
| Original language | English (US) |
|---|---|
| Article number | 4720553 |
| Journal | Proceedings - Frontiers in Education Conference, FIE |
| DOIs | |
| State | Published - 2008 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Computer Science Applications
- Software
- Education
Cite this
}
Work in progress - Assessing the un-assessable. / Lasher, William C.; Onipede, Jr., Oladipo; Warley, Russell L.
In: Proceedings - Frontiers in Education Conference, FIE, 2008.Research output: Contribution to journal › Article
TY - JOUR
T1 - Work in progress - Assessing the un-assessable
AU - Lasher, William C.
AU - Onipede, Jr., Oladipo
AU - Warley, Russell L.
PY - 2008
Y1 - 2008
N2 - ABET requires direct assessment of student outcomes. For some outcomes this can be relatively simple; for others it can be a significant challenge. The authors have been developing and implementing direct assessment instruments for several of the "un-assessable" outcomes. This includes outcomes related to life-long learning, adapting to a continuously changing work environment, and teaming. The instruments address various competencies related to each outcome at different levels according to Bloom's taxonomy, and include instruments from non-engineering courses. Preliminary results show that the instruments produce assessment results that are consistent with ad-hoc faculty observation and appear to be reliable indicators of achievement of the outcomes.
AB - ABET requires direct assessment of student outcomes. For some outcomes this can be relatively simple; for others it can be a significant challenge. The authors have been developing and implementing direct assessment instruments for several of the "un-assessable" outcomes. This includes outcomes related to life-long learning, adapting to a continuously changing work environment, and teaming. The instruments address various competencies related to each outcome at different levels according to Bloom's taxonomy, and include instruments from non-engineering courses. Preliminary results show that the instruments produce assessment results that are consistent with ad-hoc faculty observation and appear to be reliable indicators of achievement of the outcomes.
UR - http://www.scopus.com/inward/record.url?scp=78650759105&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78650759105&partnerID=8YFLogxK
U2 - 10.1109/FIE.2008.4720553
DO - 10.1109/FIE.2008.4720553
M3 - Article
AN - SCOPUS:78650759105
JO - Proceedings - Frontiers in Education Conference, FIE
JF - Proceedings - Frontiers in Education Conference, FIE
SN - 0190-5848
M1 - 4720553
ER -