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

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 

STATUS OF JIC ABET ACCREDITATION PROJECT

ACHIEVEMENTS

Task Description Status Obstacles

Form the Departmental ABET Committees

•One SSR committee per program •One Assessment Committee per

program •One Display committee per

program

All Committees were formed

Some committees have been changed.

Identify Constituencies •Program Advisory and Evaluation Committee for each program.

Not all programs have submitted final nominations

Difficulty in contacting External PAEC members

•Students Identified and are accessible None

•Alumni Data base is created None

•Employers Data base is created None

•Faculty Identified and are accessible None

Define JIC Mission Defined and published None

Define Department Mission Defined and published None

Define Program Educational Objectives (PEO’s)

Defined , published and Mapped to JIC Mission

None

Define Student Outcomes (SO’s) Defined , published and Mapped to PEO’s

None

Define Performance Indicators Defined None

ACHIEVEMENTS

Task Description Status Obstacles

Conduct Student Awareness Activities

•Display Program elements in departments

AS Program elements are displayed in the corridors of each department.

None

•Power point presentation on AS program elements.

One PPT has been developed for each program and will be submitted to department for implementation.The presentations are to be conducted during weeks 12 and 13 for all the sections of one of the program courses per block. Departmental and Library facilities may be used. Arrangements are to be done by the departments.

None

Design Curriculum

Train faculty on how to design an outcome based Course Description

Define Course learning Outcomes (CLO’s)

Update the Course description to meet ABET standards.

A workshop on Blooms Taxonomy was conducted.CLO’s were Defined by departments’ programs using Blooms Taxonomy.

Course descriptions were rewritten as per ABET standards

None

Map Curriculum to Student Outcomes

•Mapping Course Learning Outcomes to Performance Indicators•Mapping the Curriculum to

Student Outcomes•Check for Curriculum Consistency •Define Key Courses (Courses that

will serve as source for assessment)

In progress

Guidelines and tools have been prepared and will be submitted to departments

None

ACHIEVEMENTS

Task Description Status Obstacles

Define assessment and evaluation activity timeline for PEO’s

In progress

Assessment of Student Outcomes

Define assessment and evaluation activity timeline for SO’s

In progress

Design Direct and Indirect Assessment flow charts for SO’s

Developed and will be submitted to departments for feedback

before implementation in the SIS

Design Direct Assessment Tools

Course assessment Chart Done and implemented

Course assessment Report Done and implemented

Electronic tool for CLOs and SOs direct assessment

ITC was approached and will assist in the development of SIS based assessment module.

ACHIEVEMENTS

Task Description Status Obstacles

JIC Website Update the information in JIC Website 1.JIC mission2.Department Mission3.PEO’s4.SO’s5.Course Descriptions 6.Course page7.Student Handbook 8.Faculty Handbook

ITC will be approached for updating information

Full support from ITC department is expected.

Involvement of Constituencies in program Continuous Improvement

PAEC In progress Some PEA Committees were not formed yet

Difficulty in contacting External PAEC members

Alumni Alumni Surveys conducted None Employers Employer Surveys conducted None Students Course satisfaction and Exit

Surveys conducted None

Faculty Faculty Surveys conducted None

GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT

OUTCOMES

COLLEGE MISSION

PROGRAM EDUCATIONAL OBJECTIVESProvide well-educated and highly-trained manpower

Offer career-focused and market-driven programs

Work in partnership with business, industry, and community

Support programs for local and national development

1. To prepare graduates who are capable of performing satisfactorily in the field of electrical power engineering technology.

x x x x

2. To prepare graduates who are capable of working as individuals or in teams.

x x x x

3. To prepare graduates who are capable of effectively communicating technically in written, oral and graphic forms.

x x x

4. To prepare graduates who are motivated and capable of pursuing life-long learning through higher education, and continuous professional development.

x x x

5. To prepare graduates who understand, appreciate and demonstrate ethical behavior, social responsibility, and respect for diversity.

x x x

By the end of the program, the students should be able to:

a. apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities;

b. 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;

c. conduct standard tests and measurements, and to conduct, analyze and interpret experiments;

d. function effectively as a member of a technical team; e. identify, analyze, and solve narrowly defined engineering technology

problems; f. apply written, oral, and graphical communication in both technical and

non-technical environments; and an ability to identify and use appropriate technical literature;

g. understand the need for and engage in self-directed continuing professional development;

h. understand and show a commitment to address professional and ethical responsibilities, including a respect for diversity; and

i. show a commitment to quality, timeliness, and continuous improvement.

By the end of the program, the students should be able to:

a. apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities;

b. 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;

c. conduct standard tests and measurements, and to conduct, analyze and interpret experiments;

d. function effectively as a member of a technical team; e. identify, analyze, and solve narrowly defined engineering technology

problems; f. apply written, oral, and graphical communication in both technical and

non-technical environments; and an ability to identify and use appropriate technical literature;

g. understand the need for and engage in self-directed continuing professional development;

h. understand and show a commitment to address professional and ethical responsibilities, including a respect for diversity; and

i. show a commitment to quality, timeliness, and continuous improvement.

Student Outcomes

GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT

OUTCOMES

Student Outcomes

By the end of the program, the students should be able to:

Program Educational Objectives

1 2 3 4 5

a. apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities; x x x

a. 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;

x x x

a. conduct standard tests and measurements, and to conduct, analyze and interpret experiments;

x x x

a. function effectively as a member of a technical team; x x x x

a. analyze, and solve narrowly defined engineering technology problems; x x x

a. apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; x x x x

a. understand the need for and engage in self-directed continuing professional development; x x x

a. understand and show a commitment to address professional and ethical responsibilities, including a respect for diversity; and x x x x

a. show a commitment to quality, timeliness, and continuous improvement. x x x x

Relationship of Student Outcomes to Program Educational Objectives

Student Outcomes Performance Indicators

aApply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities.

a.1 Select appropriate techniques and tools for a specific task in electrical power engineering technology.

a.2 Use computer-based and other resources effectively in assignments and projects.

b

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.

b.1 Apply basic mathematical knowledge to solve basic problems.b.2 Apply principles of physics to solve simple practical problems in the field of electrical

power engineering technology. b.3 Apply principles of general chemistry to solve simple practical problems in the field

of electrical power engineering technology.

cConduct standard tests and measurements, and to conduct, analyze and interpret experiments.

c.1 Demonstrate good laboratory practices.c.2 Identify, select and use appropriate equipment/apparatus/specimen/device for a

specific experiment. c.3 Configure set-up, perform measurements, relate parameters and explain system

operation.

d Function effectively as a member of a technical team.d.1 Recognize and perform his role in a team. d.2 Integrate input from all team members to solve problems. d.3 Show respect for his teammates.

eIdentify, analyze, and solve narrowly defined engineering technology problems.

e.1 Identify and describe basic problems.e.2 Analyze problem constraints.e.3 Recognize standard procedures.e.4 Manage information and solve basic problems.

fApply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.

f.1 Listen carefully and respond to questions appropriately. f.2 Use appropriate graphics in oral and written communications. f.3 Use mechanics and grammar appropriately.f.4 Paraphrase technical and non-technical literature satisfactorily.

gUnderstand the need for and engage in self-directed continuing professional development.

g.1 Acknowledge the importance of professional development. g.2 Show initiative, interest, and get involved in learning about specialty- related

subjects.

hUnderstand and show a commitment to address professional and ethical responsibilities, including a respect for diversity.

h.1 Know code of ethics for the profession.h.2 Recognize the influence his profession has on the community. h.3 Demonstrate positive attitude towards faculty and peers. h.4 Show awareness for diverse ideas and cultural differences.

iShow a commitment to quality, timeliness, and continuous improvement.

i.1 Identify the quality requirements for a specific task.i.2 Develop a plan to conduct a specific task within a given timeframe.i.3 Identify weaknesses and take appropriate actions for improvement.

Performance Indicators

Course Code

CourseTitle

Course Learning Outcomes (CLOs) AssessmentActivities

And Weights (%)

Performance

indicators

addressed by the course

Student Outcome

s addressed by the course

Assessment Weight

%

EEE 101 Electrical Circuits I 1.Learn the basic and derived units for various fundamental terms in Electrical and Electronic Engineering.

2. Understand the characteristics & concepts of DC series, parallel and series-parallel circuits.

Q1 25 a.1/ a.2 b.1/ b.2/

a, b Mid-Term EX 25Ass 1 25Final Ex 25

3. Take measurements of resistance, voltage and currents in different combinations of DC circuits and prove the results by computer-based experiments.

4. Understand and apply circuit theorems. 5. Learn the construction and concepts of capacitor and

inductor and their applications.6. Take measurements of resistance, voltage and currents

in different combinations of DC circuits and prove the results by computer-based experiments.

7. Understand and apply circuit theorems. 8. Learn the construction and concepts of capacitor and

inductor and their applications.EEE 121

Instrumentation and Measurements I

ELC 103

English III

Mapping Course Learning Outcomes to Performance Indicators

Mapping the Curriculum to Student Outcomes

CriteriaPlease

tick if applicable *

Each CLO is stated using Blooms taxonomy.

Each CLO addresses not more than three Student Outcomes.

The number of CLOs per course does not exceed twelve.

Each CLO addresses specific skills.

CLOs are neither repetitive nor overlapping.

Each CLO is addressed by at least one teaching topic or activity.

At least one assessment activity is defined for each CLO.

Each Student Outcome is addressed by at least two courses.

Each course addresses at least one Student Outcome.

* If not applicable, please revise and take necessary action

Curriculum Consistency Checklist

•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.

Key Courses that will serve as source for Assessment

Assessment and evaluation activity timeline for Student Outcomes

Assessment Planning Matrices for Student Outcomes

Direct Assessment flowchart for a Student Outcome

Summary of Performance Indicators/Outcome Results (Direct Assessment)

Indirect Assessment flow chart for a Student Outcome

Summary of Student Outcomes Results (Indirect Assessment)

RUBRICS FOR THE ASSESSMENT OF PERFORMANCE CRITERIA /STUDENT

OUTCOMES

What is a rubric?

Rubrics generally contain three components:

• Dimensions (performance criteria),• Scale levels of performance),• Descriptors

• 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

Purpose of Rubric

•Overall examination of student performance

•Specific information to/about student competence

Types of Rubrics

Holistic Rubric

Analytic Rubric

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

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.

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.

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.

PROPOOPOSED RUBRICS FOR THE ASSESSMENT OF JIC STUDENT

PERFORMANCE

Rubric for lab work

Lab work record

Please mark with X if criterion not satisfied

Rubric for lab report

Semester based report scoring record

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

Cooperative Work Experience Assessment Report

Rubric for Diploma Project Report

Rubric for Diploma Project Work (Student evaluation by Instructor)

Diploma Project Assessment Reports (Project work and project report)

Diploma Project Assessment Reports (Project work and project report)

Rubric for Oral Presentation