Performance theory based outcome measurement in engineering education and training

Abstract

An approach is presented to improve engineering education that is based on new concepts of systems performance and classic feedback theory. An important aspect is the use of General Systems Performance Theory (GSPT) to provide a performance model of the educational system and as a basis for the key outcome metrics: the volumes of performance capacity envelopes of individual students. Feedback is aimed at achieving both better curriculum design and teaching methods. In addition to conceptual issues, a web-based implementation plan and experimental validation plan is described. The quantitative modeling approach taken, including choice of appropriate levels of abstraction, has provided better understanding of the system used to provide engineering education and a basis for quantitatively linking components of the program to student performance in a causal manner. The educational system performance model is discussed in the context of competency models. It is believed that this approach holds promise for not only documenting a meaningful type of outcome but also for providing insight into the rationale for steps taken in attempts to improve an educational system.

On the possibility of fuzzy method and its mathematical framework in OBE measurements

“…There has been a growing consensus showing that outcome is very important in education although there is disagreement about what outcome is and how measurement should be performed [8]. According to William Spady, outcome measures the learner's knowledge, skills and attitude.…”

“…Dillon described a performance theory based outcome measurement in engineering education and training [8]. The general performance theory provides a performance model of educational system and as a basis for key outcome metrics.…”

Design of an expert system for competence and performance management using Sanskrit computational linguistics

“…The idea of developing expert system came from some of the literature studied Quantitative modelling approach has provided better understanding to provide engineering education and a basis for quantitatively linking components of the program for students [3].…”

The Impact of a Simulation and Problem-Based Learning Design Project on Student Learning and Teamwork Skills

“…This study is among the few to use a performance assessment to measure student learning, and one of the few to address the measurement of teamwork skills in an engineering context. For other examples of use of assessment in engineering education, see Dillon, Kondraske, Everett, and Volz (2000); Helland and Summers (1996);McMartin, McKenna, and Youssefi (2000); and Newstetter and Khan (1997). For assessment issues related to teamwork, see Aller (1993); Chung, O'Neil, and Herl (1999); Gentili et al (1999); Jacobson, Davis, and Licklider (1998);McKenna, Mongia, and Agogino (1998); and Seat, Poppen, Boone, and Parsons (1996).…”