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Assessment Team Update

Assessment Team Update. Dhaneshwar Lall March 16, 2006. Best Assessment Processes VIII. Symposium conducted Feb 26-28, 2006 at Rose-Hulman Institute of Technology in Terre Haute IN. Approximately 300 attendees from many states and several countries. Using the Advisory Board.

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Assessment Team Update

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  1. Assessment Team Update Dhaneshwar Lall March 16, 2006

  2. Best Assessment Processes VIII • Symposium conducted Feb 26-28, 2006 at Rose-Hulman Institute of Technology in Terre Haute IN. • Approximately 300 attendees from many states and several countries.

  3. Using the Advisory Board • Development of contemporary curricula by matching actual practice applications with theoretical and research based topics • Strengthening links between dept. and practitioner constituencies • Assistance in curricula quality control • Suggestions in current and evolving needs in research • Generating external financial support • Collecting assessment data

  4. Issues • Student gets an “A” in course, but ‘fails’ an outcome  From a program standpoint that is OK! • Should students who fail a particular PO get an accredited degree?

  5. Measures • Capstone – realistic clients asking realistic questions and concerns. • Portfolios – may include evidence of many things to be assessed BUT may be time-consuming. • Focus groups – need trained moderator • Simulations/Case studies – students have to consider different things that go into a project e.g. impact on society, effect on surrounding etc.

  6. Lifelong learning • May have to use tools since this may not be an explicit topic. • One aspect may be assessing if students can “independent learn.” • Active participation in their respective societies. • Exit interview use – questions about the student’s commitment may be addressed here by askin relevant questions.

  7. Self study • Valuable information for evaluating team before visit • No campus time limited • Facts and data organized and interpreted • Identifies issues to institution before the visit • Can be addressed early by institution • May be resolved before visit • MOST COMMON SHORTCOMING – lacking specific examples of CQI and “Closing the Loop.”

  8. Displays • Need to be interpreted • Organized according to a-k OR associated outcomes mapped to a-k [NOT BY COURSE] • PEOs, Goals, Assessment, and CQI should be prominent

  9. ABET changes/notes.1 • Direct evidence valued higher • Reiteration of using a documented process for CQI • CQI is a PERMANENT process • Can use unique outcomes that reflect your program • Define terminology used • Materials lead evaluators through the evidence

  10. ABET changes/notes.2 • Narrative piece • Show evaluator how each criterion is satisfied • Accompany data with interpretations • Show that Evaluation/Assessment processes are working • Show evidence of assessment, data reduction, analysis, and follow-up actions

  11. ABET changes/notes.3 • Use of long term and short term cycles • Each criteria linked/mapped all the way to the CQI process • Meticulously document program improvements AND the triggering event(s). This shows that there is a process as opposed to ad hoc only.

  12. MEET • Changes made to: • 13 EET courses, • 2 MET courses • Some downtime in previous weeks for updates • Spring 2006 edition will be ready for release early next week

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