Venue: JIC Auditorium Date: Monday Nov 28, 2011 Time: 10:00 AM

1. JIC ABET WORKSHOP No.10 • STATUS OF JIC ABET ACCREDITATION PROJECT. • GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES. • RUBRICS FOR THE ASSESSMENT OF STUDENT PERFORMANCES • Presented by: • JIC ABET COMMITTEE Venue:JIC Auditorium Date: Monday Nov 28, 2011 Time:10:00 AM

2. STATUS OF JIC ABET ACCREDITATION PROJECT

8. GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES

11. Student Outcomes By the end of the program, the students should be able to: apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities; apply knowledge of mathematics, science, engineering and technology to solve practical problems in the field of electrical power engineering technology that require limited application of principles but extensive practical knowhow; conduct standard tests and measurements, and to conduct, analyze and interpret experiments; function effectively as a member of a technical team; identify, analyze, and solve narrowly defined engineering technology problems; apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; understand the need for and engage in self-directed continuing professional development; understand and show a commitment to address professional and ethical responsibilities, including a respect for diversity; and show a commitment to quality, timeliness, and continuous improvement.

12. GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES

13. Relationship of Student Outcomes to Program Educational Objectives

14. Performance Indicators

15. Mapping Course Learning Outcomes to Performance Indicators

16. Mapping the Curriculum to Student Outcomes

17. Curriculum Consistency Checklist * If not applicable, please revise and take necessary action

18. Key Courses that will serve as source for Assessment • A key course for a Student Outcome should address substantially the performance indicators of that outcome. • For each Student Outcome, Identify at least two but not more than three key courses that will serve as source for Assessment of the Outcome.

20. Assessment and evaluation activity timeline for Student Outcomes

21. Assessment Planning Matrices for Student Outcomes

22. Direct Assessment flowchart for a Student Outcome

23. Summary of Performance Indicators/Outcome Results (Direct Assessment)

24. Indirect Assessment flow chart for a Student Outcome

25. Summary of Student Outcomes Results (Indirect Assessment)

26. RUBRICS FOR THE ASSESSMENT OF PERFORMANCE CRITERIA /STUDENT OUTCOMES

27. What is a rubric? • Rubrics generally contain three components: • Dimensions (performance criteria), • Scale levels of performance), • Descriptors

29. Rubrics are not required for all outcomes • Rubrics guide faculty in the assessment process and provide understanding of areas of strength and weakness in student performance related to specific performance criteria

30. Purpose of Rubric • Overall examination of student performance • Specific information to/about student competence

32. Types of Rubrics • Holistic Rubric • Analytic Rubric

33. Holistic Rubric • Raters make judgments by forming an overall impression of a performance and matching it to the best fit from among the descriptions on the scale • Each category on the scale describes performance on several performance criteria

34. Advantages: • They are often written generically and can be used with many tasks. • They save time by minimizing the number of decisions raters must make. • Trained raters tend to apply them consistently, resulting in more reliable measurement. • Disadvantages: • They do not provide specific feedback about the strengths and weaknesses of student performance. • Performances may meet criteria in two or more categories, making it difficult to select the one best description. (If this occurs frequently, the rubric may be poorly written.) Criteria cannot be differentially weighted.

35. Analytic Rubric • Analytic scales tend to focus on important dimensions of student performance related to performance criteria. • Dimensions are presented in separate categories and rated individually. • Points with associated descriptors are assigned for performance on each of the dimensions.

37. Advantages: • They provide useful feedback about areas of strength and weakness in student performance. • Their dimensions can be weighted to reflect relative importance. • They can demonstrate progress over time in some or all dimensions when the same rubric categories are used repeatedly • Disadvantages: • They take more time to create and use. • There are more possibilities for raters to disagree. • It is more difficult to achieve intra- and inter-rater reliability on all of the dimensions in an analytic rubric than on a single score yielded by a holistic rubric.

38. PROPOOPOSED RUBRICS FOR THE ASSESSMENT OF JIC STUDENT PERFORMANCE

39. Rubric for lab work

40. Lab work record Please mark with X if criterion not satisfied

42. Rubric for lab report

43. Semester based report scoring record

44. Rubric for Cooperative Work Experience (Student evaluation by Co-op Supervisor)

45. Cooperative Work Experience Assessment Report

46. Rubric for Diploma Project Report

47. Rubric for Diploma Project Work (Student evaluation by Instructor)

48. Diploma Project Assessment Reports (Project work and project report)

49. Diploma Project Assessment Reports (Project work and project report)

50. Rubric for Oral Presentation