Optimization of Learning Outcome Achievements in an Outcome-Based System

Abstract

The conventional outcome-based system under the Washington Accord on the international equivalence of engineering education quality has paved the way for the accreditation of engineering courses in internal and external evaluation processes. This system is defined as a set of outcomes, including learning outcomes of the subject and the program outcomes. Recent findings indicated that learning outcomes of the issue and their achievement levels will be closely linked to enhancing the quality of education and helps taking strides in quality management. The main driving force behind this system and modern accreditation mechanisms is learning outcomes’ achievement levels. Due to the importance of learning achievements, in this paper, a mathematical optimization model is introduced. In this model, the objective function is formulated to maximize the mean of learning outcomes of the subject, and the decision variables are those of allocation weight for assessment items. In the proposed optimization problem, the model constraints are added as mathematical equations, which will form its solution space. Advanced Power System Analysis Subject from Bachelor of Electrical Engineering degree is selected to analyze learning outcomes optimization model. There are six learning outcomes designed for Power System Analysis 2 and 12 program outcomes for the Bachelor of Science in Electrical Engineering Program. Implementation of the optimization model on Power System Analysis 2 shows that the average level of learning achievement has improved from 53.1% to 57.5%.