Assessment of Programme Outcomes Through Exit Survey of Chemical/Biochemical Engineering Students

Othman, Nur Tantiyani Ali; Misnon, Rahaiza; Abdullah, Siti Rozaimah Sheikh; Kofli, Noorhisham Tan; Kamarudin, Siti Kartom; Mohamad, Abu Bakar

doi:10.1016/j.sbspro.2011.05.007

Cited by 9 publications

(5 citation statements)

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“…There are some modern researches in the same fields. Assessment of programme outcomes through exit surveys of Engineering students was implemented previously by many scientists (Othman et al, 2011).…”

Section: Data Collection Methodologymentioning

confidence: 99%

Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

Mingaleva

Vukovic

2020

IJCRSEE

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Industry 4.0 and Society 5.0 concepts are actively developing all over the world. The accelerating transition to Industry 4.0 and Society 5.0 sets new requirements for the university education system in qualifications and competencies of engineering universities graduates. The article reveals the possibilities of using cognitive models in the professional training of research engineers for new industries. Authors used the modeling method for creating a cognitive and metacognitive model of the process. It can be used for the development of forming the optimal structure of higher professional engineering education. The article substantiates that the main tasks of modernization of pedagogical approaches in modern education, is to establish the compliance of educational products with the labor market requirements and transform the structure of vocational education, providing training for professional specialists required by specific employers. Conclusions are drawn about the important role of soft skills for engineering education in Industry 4.0. The results obtained in the study can be used for the engineering category of students.

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Section: Data Collection Methodologymentioning

confidence: 99%

Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

Mingaleva

Vukovic

2020

IJCRSEE

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“…Significant information on the strengths and weaknesses of that particular curriculum programme or course in terms of knowledge, facilities, professionalism, and happiness index can be collected by using the student feedback method that examines after graduation or completion of the course (Othman et al, 2011). The Canadian Engineering Accreditation Board (CEAB) has established a system similar to the entrance and exit surveys concept, that allow students to self-assess their graduating qualifications as a proactive approach to improving their engineering program (Milne et al, 2014).…”

Section: The Entrance and Exit Surveysmentioning

confidence: 99%

An Evaluation of the Student Entrance-exit survey (EES) and PO Score for the Electric Circuit II Course

Anuar¹,

Othman²,

Kasuan³

et al. 2023

IJARPED

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The entrance-exit survey (EES) is a good tool to measure the student's perceived level of course comprehension while the Continuous Evaluation (CE) was carried out to access the actual student performance. This paper evaluates the PO attainment for the Electric Circuit II course as measured using both EES and CE methods. The samples of 76 students in part three from the Diploma in Electrical Engineering Electronic (EEE111) and Diploma in Electrical Engineering Power (EE112), that enrolled in the course from October 2021 to February 2022 are used in this study. Out of twelve PO provided by the Engineering Technology Accreditation Council (ETAC) for the engineering curriculum program, three PO were linked to this course which are PO1, PO2, and PO4. A total of nineteen survey questions regarding the course content were distributed at the beginning and end of the course and all questions were mapped to the designated PO for analysis. The cognitive and psychomotor aspects are the focus of the knowledge domain associated with the three PO. Aside from that, the PO attainment was also performed using 65% as the specified program achievement requirements. The findings may imply that entry-exit surveys are one method of capturing students' perceived attainment of the targeted learning outcomes, and they may give light to the development of course evaluation measures in general.

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“…Direct assessment tools include course assessment, student satisfaction survey, cumulative GPA index for course, basic exams, senior design project, and program accreditation (Sekhar et al, 2008). Senior exit survey is an indirect program outcomes assessment tool (Othman et al, 2011). Teacher evaluation is a tool that can be used for the evaluation of teacher performance (Chalmers and Gardiner, 2015) by student feedback which helps to improve teaching skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Continuous quality improvement (CQI) framework: A case of industrial engineering department

Sikander¹,

Aziz²,

Wasim³

et al. 2017

IJCRSEE

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Assessment of Programme Outcomes Through Exit Survey of Chemical/Biochemical Engineering Students

Cited by 9 publications

References 0 publications

Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

An Evaluation of the Student Entrance-exit survey (EES) and PO Score for the Electric Circuit II Course

Continuous quality improvement (CQI) framework: A case of industrial engineering department

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