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School of Engineering

Assessments

Washington State University

National Institute for Learning Outcomes Assessment

Association of American Colleges and Universities

Assessment Resource Center, the Hong Kong Polytechnic University

ASKe at Oxford Brookes University

  • ASKe is the Centre for Excellence in Teaching and Learning being recognized for good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development.
    http://www.brookes.ac.uk/aske/

Tools

The Hong Kong University of Science and Technology

  • Program and Courses Outcomes System (PACOS) is a free web-based system designed for departments to use as a centralized web system, which manages the course and program information in regard of OBE, e.g. ILOs and mapping.
    http://www.cse.ust.hk/obe_software/

Engineering Subject Centre, UK

Example of Program Learning Outcomes

/files/public/eplo_engin.pdf

The examples here describe what graduates of a program should be able to do as a result of learning experiences within that program. Some of them are written according to the criteria set by accrediting and professional bodies.

Examples of Aligning Learning Outcomes and Assessments

College of Science and Engineering, The University of Texas Pan American

Program: B.S. in Mechanical Engineering

Full text:

http://www.ie.utpa.edu/SLOutcomes/Spring06/CoSE/BSMechanicalEnggSpring06.pdf

Annotated summary:

/files/public/engineering_example2.doc

This comes from College of Science and Engineering Student Learning Outcomes Plans and Assessment Reports. The Learning Outcomes are in two parts:

  1. School Level: Student Learning Outcomes
  2. Department Level: Program Specific Outcomes for Mechanical Engineering

ABET Assessment Planning website

http://www.abet.org/assessment.shtml

Produced by assessment expert Dr Gloria Rogers, this website is designed to provide practical resources to support the assessment planning process. The focus is on program and institutional assessment of student learning.

Assessment of Learning Outcomes in Engineering Working Group (UK)

http://www.engsc.ac.uk/aloe

Based on work from the UK Standard for Professional Engineering Competence (UK-SPEC), this website provides a useful and growing resource collection on learning outcomes and assessment in Engineering. Documents in pdf and ppt format can be downloaded and include a "Guide to Assessment of Learning Outcomes" and a case study on "Preparing students for the world of work". Resources from future events will be added to the site, so it is worth bookmarking and revisiting.

Examples of Programs

Constructive Alignment

The University of Manchester provides Undergraduate Programme Specifications for School of Chemical Engineering and Analytical Sciences, School of Electrical and Electronic Engineering, School of Mechanical, Aerospace and Civil Engineering, and School of Materials. Under each school, you can see the intended learning outcomes of the programme(s) are clearly defined under a) Knowledge & Understanding, b) Intellectual Skills, c) Practical Skills, and d) Transferable Skills and Personal Qualities. Both the teaching and learning activities and the assessment are aligned with the intended learning outcomes.

The Evolution of Assessment from 1st year to 4th Year Subjects

School of Engineering and Technology, Deakin University

http://www.cshe.unimelb.edu.au/assessinglearning/02/modelplan.html

This example shows a carefully designed, strategic assessment regime that it thoroughly integrated with teaching and learning goals. Its features include:

  • the use of assessment in first year as a foundational tool to establish student study habits and skills;
  • the evolution of assessment tasks by fourth year to reflect the world of professional practice and to allow students to demonstrate their integration of knowledge and skills;
  • the careful weighting of assessment tasks to indicate the value attached to particular tasks;
  • the well-structured inclusion of group work;
  • the concern for student and staff workloads;
  • the recognition of student diversity, in particular the needs of off-campus and mature-age students; and
  • the matching of assessment tasks to professional accreditation requirements.

Reforming Undergraduate Engineering Education Using an Integrated Platform for LearningTM

School of Electrical Engineering and Computer Science, Oregon State University

This project aims to to promote systemic renewal of engineering education which focused on two approaches. One approach enhances the first two years of engineering education. Classes in math and physics are coordinated with introductory engineering offerings to enhance the integration of the math, science and engineering courses as well as promote communities of learners. The second approach is the modification of single courses within a curriculum.

Beginning in the freshman year, students build on the platform so that subject areas become connected and students have a context for their learning similar to what practicing engineers experience in their profession. As students take courses throughout the program, they apply their knowledge to this platform so that it becomes a representation of what they have learned and how the various topics they have learned are connected; as a result, students are able to immediately apply that knowledge when they enter the workforce.

Others

Contact Point

Prof Edmond Ko

Email: keedko@ust.hk

Telephone number: 2358 8355

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