Simple and accurate student outcomes assessment: A unified approach using senior computer engineering design experiences

Damaj, Issam; Yousafzai, Jibran

doi:10.1109/educon.2016.7474554

Cited by 6 publications

(8 citation statements)

References 10 publications

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“…Arguably, no assessment and evaluation plan could be optimal [21]; every plan may have its own advantages and disadvantages. To cover all aspects of students' learning and their attainment thus need a comprehensive analysis of data gathered through different assessment tools.…”

Section: Discussionmentioning

confidence: 99%

A Unified Framework for Systematic Evaluation of ABET Student Outcomes and Program Educational Objectives

Khan¹

2019

IJMECS

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Assessment and evaluation of Program Educational Objectives (PEOs) and Student Outcomes (SOs) is a challenging task. In this paper, we present a unified framework, which has been developed over a period of more than eight years, for the systematic assessment and evaluation of PEOs and SOs. The proposed framework is based on a balance sampling approach that thoroughly covers PEO/SO assessment and evaluation and also minimizes human effort. This framework is general but to prove its effectiveness, we present a case study where this framework is successfully adopted by our undergraduate computer science program in the department of computer science at King Abdulaziz University, Jeddah. The robustness of the proposed framework is ascertained by an independent evaluation by ABET who awarded us full six years accreditation without any comments or concerns. The most significant value of our proposed framework is that it provides a balanced sampling mechanism for assessment and evaluations of PEOs/SOs that can be adapted by any program seeking ABET accreditation.

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Section: Discussionmentioning

confidence: 99%

A Unified Framework for Systematic Evaluation of ABET Student Outcomes and Program Educational Objectives

Khan¹

2019

IJMECS

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“…The outcome of the each phase is assessed by evaluation team and the guide using the assessment matrix which is based on assessment rubrics (Vijayalakshmi et al, 2013). Damaj and Yousafzai (2016) have proposed a unified framework for the assessment of student outcomes which comprises of criteria, indicators, extensive analytic rubrics, and a summative statistical formulation Fatima K. Abu Salem et al, (2020). Damaj and Yousafzai (2016) have argued in their study that a capstone project is a culminating experience that entails creativity, critical thinking, and advanced problem-solving skills.…”

Section: Micro Level Objectivesmentioning

confidence: 99%

“…Damaj and Yousafzai (2016) have proposed a unified framework for the assessment of student outcomes which comprises of criteria, indicators, extensive analytic rubrics, and a summative statistical formulation Fatima K. Abu Salem et al, (2020). Damaj and Yousafzai (2016) have argued in their study that a capstone project is a culminating experience that entails creativity, critical thinking, and advanced problem-solving skills. Petkov et al (2008) have derived the criteria from related works they reviewed as follows Technical level of proficiency demonstrated through application of the technical knowledge associated with the course.…”

Section: Micro Level Objectivesmentioning

confidence: 99%

Learning Analytics Model and Bloom’s Taxonomy based Evaluation Framework for the Post Graduate Students’ Project Assessment – A Blended Project Based Learning Management System with Rubric Referenced Predictors

Ayyanathan

2022

education

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Effective engagement and monitoring of students’ online self-learning capacity and application of their acquired knowledge in the final year project is a challenging task for the educators worldwide. The author builds an evaluation framework to assess the stage-wise performance of students in this undertaken project. The primary objective of this research study is to classify the rubric reference predictors of the stage wise project performance assessment metrics for the learning analytics based decision support system and effective academic decision making. The students of the post graduate computer applications degree programme, supervisors, external industry guide, internal faculty members of the peer review committee, external examiner and Head of the Department are the major stake holders of the proposed evaluation framework. The proposed framework computes the students’ individual as well as class attainment level of learning outcomes in their final year capstone projects. The author adopts blended Learning approach based on the principles of Blooms’ taxonomy using Google classroom as the LMS. The correlation matrices of the assessment predictors, mapping with course outcome and blooms’ levels are also obtained. The students’ attainment level of course outcomes are assessed using effective cognitive sequencing of the assessment methods and the respective rubric referenced predictors with the stage-wise feedback system.

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“…Several investigations are reported in the literature to present effective Capstone Project (CP) course setups, structures, and assessment frameworks in computer science and engineering programs [1][2][3][4][5][6][7][8][9][10][11][12]. In [1], the author describes a course structure that includes a carefully designed prerequisite course on project management and scheduled milestones.…”

Section: Related Workmentioning

confidence: 99%

“…Our tool follows the ABET Accreditation criteria where we adopt a large part of its terminology. In line with the works of [2] and [3], our tool consists of a suite of criteria and their indicators, supported by thorough rubrics, and concluding with a summative statistical aggregation.…”

Section: Introductionmentioning

confidence: 99%

Effective Assessment of Computer Science Capstone Projects and Student Outcomes

et al. 2020

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A capstone project is a culminating experience that entails creativity, critical thinking, and advanced problem-solving skills. To that end, capstone projects enable students to prove their abilities, demonstrate their attained skills, and carry out a significant project in their field. In Computer Science Bachelor programs, there is a strong mapping between learning outcomes of capstone projects and all student learning outcomes. This paper presents an assessment framework for capstone courses that allows for sound evaluations of the performance of students and project qualities; besides assessing the student outcomes of the program. The developed framework comprises criteria, indicators, extensive analytic rubrics, and a summative statistical formulation. The presented course and framework are supported by the results, analysis, and evaluation of a pilot study for a single institution to explore the effectiveness of the proposed tool.

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Simple and accurate student outcomes assessment: A unified approach using senior computer engineering design experiences

Cited by 6 publications

References 10 publications

A Unified Framework for Systematic Evaluation of ABET Student Outcomes and Program Educational Objectives

A Unified Framework for Systematic Evaluation of ABET Student Outcomes and Program Educational Objectives

Learning Analytics Model and Bloom’s Taxonomy based Evaluation Framework for the Post Graduate Students’ Project Assessment – A Blended Project Based Learning Management System with Rubric Referenced Predictors

Effective Assessment of Computer Science Capstone Projects and Student Outcomes

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