Development Of Performance Criteria For Assessing Program Outcomes In Engineering, Engineering Technology & Computer Science Programs
Paul Biney, Raghava Kommalapati, Michael Gyamerah, Annamalai Annamalai, Pamela Obiomon, Xiaobo Peng, Mohan Ketkar, Nripendra Sarker, Ravindra Iyengar
2008 Annual Conference & Exposition Proceedings
unpublished
This paper presents the development and the use of performance criteria that could be used for detailed assessment of specific students' performance in the program outcomes listed for Engineering programs (EAC Criterion 3, a-k outcomes), Engineering Technology programs (TAC Criterion 2, a-k outcomes) and Computer Science programs (CAC criterion 1, a-i outcomes). Performance criteria have been used to break down each program outcome into concrete measurable actions students are expected to be
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... e to perform to demonstrate proficiency in the outcome. For each of the listed outcomes for the ABET Accreditation bodies, detailed performance criteria are presented in this paper. Suggestions on how the performance criteria can be used in a program are described in detail to allow selective adoption of the performance criteria for different programs and for different courses. The methodology for defining and using the performance criteria enables faculty to (1) fully understand the outcomes, (2) understand a range of performance criteria that need to be measured for each outcome, and (3) remove any ambiguity in the interpretation of the outcomes. In addition, it makes it possible to identify the critical skill-sets to measure for each outcome and makes assessment meaningful to the various programs. Students have the ability to design experiments This performance criteria is assessed by determining whether given a phenomenon to be experimentally investigated, the students are able to (i) identify the measurable parameters of the phenomenon, (ii) identify different methods for measuring the phenomenon, (iii) identify and select or design appropriate equipment or components for measuring the parameters, (iv) provide steps for setting up and conducting the experiment, and (v) identify the relationship between the phenomenon and the measured parameters. Page 13.434.3 Students have the ability to conduct experiments To assess this performance criteria, it is necessary to determine if students are able to (i) demonstrate general lab safety, (ii) follow experimental procedures for the experiment , while maintaining all safety precautions, (iii) demonstrate knowledge of how equipment functions and their limitations, (iv) complete pre-lab assignment before coming to the lab when required, and (v) collect and record data using appropriate units of measurement and identify the dependent and independent variables in the experiment Students are able to analyze experimental data This performance criteria is assessed by students' ability to (i) Analyze the data to generate the required parameters using appropriate units and significant figures, and (ii) use statistical analysis as needed. Performance Criteria for Outcome Group 7 Outcome group 7 consists of (1) EAC Criterion 3, outcome g, "an ability to communicate effectively", (2) TAC Criterion 3, outcome g, "an ability to communicate effectively", and (3) CAC Criterion 3, outcome f, "an ability to communicate effectively with a range of audiences". Two sets of performance criteria were developed for this outcome group, one set for oral communication and one group for written communication. The performance criteria for the written communication is based not only on formatting and English details of the report, but also on the structure, and technical details required in a senior design project technical report as required by the senior projects report manual 7 for the College of Engineering at Prairie View A&M University. Performance Criteria for Oral Communication The four performance criteria for oral communication are: Ability to organize and plan communication/presentation This performance criterion is assessed by determining the extent to which (i) students are able to organize presentation in well structured logical sequence making it easy for audience to follow the content with clear understanding, and (ii) students are able to stay within time limits. Ability to demonstrate subject knowledge and provide sufficient technical content This performance criterion is assessed by determining the extent to which (i) students demonstrate knowledge and understanding of the subject, (This may be demonstrated by presenting literature review, originality, creativity, required standards, constraints, and other appropriate considerations such as economics, environmental, and societal impact), and (ii) students respond clearly to questions after restating questions to the audience Appearance and ability to provide good oral delivery This performance criterion is assessed by determining if students are able to: (i) use correct grammatical English and technical terms appropriate to technical area and audience, and speak with clarity and confidence, (ii) maintain good posture and eye contact with the audience ( should not read from prepared notes) and elicit the attention of the audience, and (iii) dress appropriately for the occasion.
doi:10.18260/1-2--3793
fatcat:af7357qd6bc25bct2qtwbq6aei