Title: Preparing for ABET Accreditation: Meeting Criteria 2, 3
1Preparing for ABET Accreditation Meeting
Criteria 2, 3 4
- October 12, 2006
- Melissa Canady Wargo, Director
- Office of Assessment
2ABET Assessment Terminology
- Program Educational Objectives
- Program Student Learning Outcomes
- Program Assessment
- Program Evaluation
3Program Educational Objectives
- Focus is on student after graduation.
- What are your goals for students in the first few
years of their career?
4Program Student Learning Outcomes
- Focus is on what students know or can do when
they complete they program i.e., at the time of
graduation. - ABET defines 11 outcomes for you, but you can add
additional outcomes if you choose.
5Program Assessment
- Collection and analysis of data related to
student acquisition of learning outcomes - Involves development and consistent
administration of multiple measures of learning,
both direct and indirect.
6Program Evaluation
- Interpretation and use of assessment results.
- Meaningful evaluation should translate into
programmatic or curricular change.
7What is outcomes-based assessment?
Program, School, College, University Mission,
Vision, Strategic Priorities
8How do I go about assessing my program?
- Engage program faculty in assessment
conversations - Commit to support assessment activities
- Be willing to use assessment information to make
programmatic or curricular changes
9How do I begin?
- Develop comprehensive assessment plan
- Program Purpose
- Program Goals
- Intended Learning Outcomes
- Assessment Methods
10Formulating Program Mission
- 3 Key Questions to Address in Purpose Statement
- What is program?
- What does program provide?
- Whom does the program serve?
11Sample Purpose Statement
- The MBA Program within the College of Business
at James Madison University emphasizes excellence
and continuous improvement in graduate learning
by stressing knowledge, technical and
interpersonal and experiential skills in the
development of managerial decision making. The
MBA Program seeks to serve part-time students who
are full-time working professionals in the
Shenandoah Valley and Piedmont Region of
Virginia. The MBA Program also serves other
professionals through contract programs utilizing
on-site and distance learning methodologies.
(MBA Program, James Madison University)
12Formulating Program Goals
- Focus on what the program provides to achieve the
mission and outcomes. - Keep goals brief and general
- Describe an ideal graduate program in your
discipline at this type of institution
13Sample Program Goals
- To develop students as successful professionals
for highly competitive positions in industry,
government, and academic departments. (NC State
Graduate Program in Mechanical Aerospace
Engineering) - To foster an intellectual appreciation for the
value of multiple perspectives in the study of
past and present societies. (MA in History, James
Madison University)
14Formulating Learning Outcomes
- Think SMART
- Specific
- Measurable
- Attainable
- Results-Oriented
- Time-Bound
- Adapted from UCF Assessment Handbook
15Sample Learning Outcomes
- Graduate students will present research to
diverse audiences through publications in
professional journals and conference papers. - Graduate students will advance the state of
disciplinary knowledge by creating and
interpreting research results specific to the
field of study.
16Group ExercisePart I
- Develop a learning outcome appropriate for a
graduate program - Think about skills/knowledge related to
developing students as professionals or
practitioners in the field of study. - Remember SMART
17Formulating Assessment Methods
- What data will allow us to determine whether the
outcome has been met? - Are those data attainable?
- How often should those data be collected?
- Who is responsible for data collection, analysis,
reporting? - When will the collection, analysis, reporting
occur?
18Direct Measures of Student Learning
- Evaluation of
- Theses/Dissertations
- Capstone projects or exams
- Culminating experiences (e.g. internships, senior
thesis, etc.) - Juried review of student projects or performances
- Student work samples (e.g., case study responses,
research papers, essay responses, etc.) - Collection of student work samples (portfolios)
- Exit exams (standardized/proprietary exams or
locally developed exams) - Pre- and post-tests
- Performance on licensure or certification exams
19Indirect Measures of Student Learning
- Surveys (student, alumni, etc.)
- Exit interviews
- Employment or Graduate School placement rates
- Retention/graduation data
- Demographics of student population
- Focus groups
20Group ExercisePart 2
- Develop two assessment methods appropriate to the
outcome, at least one must be a direct measure - Consider
- What data are needed?
- Where will data be collected?
- Are there mechanisms in place already?
- How often are data collected?
- How will data be disseminated and discussed?
21How can this process be managed more effectively?
- Capitalize on activities you already have in
place - Locate and use resources from around the
University - Use your time and resources efficiently
22Questions/Comments