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Reconciling Graduate Attribute Assessment with Existing Outcome-Based Assessment

Reconciling Graduate Attribute Assessment with Existing Outcome-Based Assessment. Diane Kennedy, Kumi Abercrombie, Martin Bollo , and John Jenness BCIT CEEA 2014. BCIT Background. Civil, Electrical and Mechanical accredited engineering programs

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Reconciling Graduate Attribute Assessment with Existing Outcome-Based Assessment

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  1. Reconciling Graduate Attribute Assessment with Existing Outcome-Based Assessment Diane Kennedy, Kumi Abercrombie, Martin Bollo, and John Jenness BCIT CEEA 2014

  2. BCIT Background • Civil, Electrical and Mechanical accredited engineering programs • Approximately 600 students enrolled across all programs • Evolved from technology programs, with existing strong roots • Practitioner-focused engineering graduate

  3. Outcome Based Assessment • Roots in culture of outcome based assessment -> defined learning outcomes • Approximately 1700 defined across all three programs • 5- 12 outcomes per course

  4. What is a Learning Outcome?

  5. Learning Outcomes vs. Graduate Attributes • Learning outcomes indicative of course goals • Indicators of graduate attributes measure program performance • Claim: There should be a direct line of sight from a course learning outcome to one or more graduate attributes

  6. Breaking it down • Learning Outcomes contain explicit and implicit statements of competency of graduate attributes • Course assessment tools developed to measure student attainment of Learning Outcome • Need to extract data from the course assessment tools to measure Program ability in developing the graduate attributes

  7. Mapping LO to GA

  8. An Example. OneLO: Many Indicators of GA.

  9. Reflections We had 7 faculty members align existing assessment tools (designed for LO assessment) with indicators of graduate attributes for the purpose of data collection. • Some components of the assessment could not be mapped to an indicator. • Some components mapped to multiple indicators.

  10. Ideas for moving forward • Categories represent ‘leading indicators’? • Faculty can provide new indicators

  11. Example: Design

  12. Questions?

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