Workshop - streamlining the assessment process with the faculty course assessment report

Estell, John K.

doi:10.1109/fie.2007.4418236

Cited by 14 publications

(14 citation statements)

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“…Tables III-IX are as follows: Q1 is quiz 1, HW1 is homework 1, LR1 is lab report 1, q1 is question 1, LM is midterm lab exam, LF is final lab exam, and P is project work. In Tables III-XII, the EAMU is a performance vector with the following four categories [3], [9]: E is for exemplary with a point value of 3, A is for adequate with a point value of 2, M is for minimal with a point value of 1, and U is for unsatisfactory with a point value of 0. We have set a uniform metric goal of 2 for all the course learning outcomes of the EEET 209 course.…”

Section: Clo's Evaluation Methodsmentioning

confidence: 99%

“…It has been shown that the FCAR serves as an effective documentation tool for the purpose of both course learning outcomes (CLO) and student outcomes (SO) assessment [1]. Course data collection and FCAR documentation is done by the respective course instructors because they are the ones who are closest to the data [1]- [3]. This paper discusses how FCAR was adopted as an effective tool for the assessment of both course learning outcomes and student outcomes in microcontroller applications [4] course for the purpose of successful accreditation [5] of electrical and electronics engineering technology (EEET) program at Hafr Al-Batin community college (HBCC) by the engineering technology accreditation commission (ETAC) [6] of ABET.…”

Section: Introductionmentioning

confidence: 99%

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Using faculty course assessment report for the assessment of an associate degree course in engineering technology program

Faiz

Mansoor

Asad

et al. 2014

2014 IEEE 6th Conference on Engineering Education (ICEED)

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In this paper, we describe our successful experiences of using the faculty course assessment report (FCAR) for the assessment and evaluation of student performance in an associate degree course while preparing for initial ABET accreditation of electrical and electronics engineering technology (EEET) program at Hafr Al-Batin community college (HBCC). This paper describes how the FCAR was used as an effective and efficient tool for monitoring student performance in microcontroller applications course, which is offered every semester by the EEET unit at HBCC. It also discusses how some sections of the FCAR were customized slightly in order to suit the requirements of the course.

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Section: Clo's Evaluation Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using faculty course assessment report for the assessment of an associate degree course in engineering technology program

Faiz

Mansoor

Asad

et al. 2014

2014 IEEE 6th Conference on Engineering Education (ICEED)

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“…This procedure is applied to the four outcomes and on every student in the course to develop an EAMU vector for each ILOs. The EAMU model was proposed in [5] and has been used in a previous research study [6] that compared the achievements of ILOs in face-to-face and online classes. For example, in a C++ online offering of the course in spring 2011 the computed EAMU vector for the first outcome (O1) is [7, 1, 1, 0] meaning that out of the 9 students who passed the course, 7 exhibited exemplary attainment of outcome 1, 1 at the adequate level, one minimal and zero unsatisfactory.…”

Section: Comparing Achievment Of Course Learning Outcomesmentioning

confidence: 99%

Does language choice influence the effectiveness of online introductory programming courses?

Farag

Ali

Deb

2013

Proceedings of the 14th Annual ACM SIGITE Conference on Information Technology Education

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The growing introduction of online courses and degrees places high emphasis on the need for thorough assessment of these offerings. This paper focusses on researching a reliable answer to whether changing the programming language used in online introductory programming courses from C++ to Java will have an impact on their effectiveness or not. The paper uses four distinct data sets to measure course effectiveness and implements an experimental, in-depth analysis procedure to come up with an answer to the posed research question. The data collected from classes, using C++, constitute the control group while data collected when Java was used constitute the experimental group. The first set uses data collected from students that express their perception of the effectiveness of various online course parameters. The second set directly measures students' achievement of course outcomes and compares the measured levels across the studied groups. The third set compares a number of students' success and interactivity indicators while the last set measures the student satisfaction with the course and the instructor. The obtained results for all studied performance measures asserted that there were no statistically significant differences between the control and experimental groups. Such findings can be deemed significant for IT-programs given the popularity of the studied languages and the fact that the study focused mainly on online offerings which are on the rise.

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“…As part of ABET -Accreditation Board for Engineering and Technology-accreditation requirements, our department continues, after being accredited, the assessment of its courses. Therefore, a model called EAMU proposed in [5] was adopted by our department in its assessment procedure and is also adopted in this research in order to quantify students' achievement of the ILOs. In our experiments, the above-mentioned four course ILOs were measured by computing the EAMU vector for each outcome.…”

Section: Put Into Practice Effective Use Of An Integrated Developmentmentioning

confidence: 99%

Comparing achievement of intended learning outcomes in online programming classes with blended offerings

Farag

2012

Proceedings of the 13th Annual Conference on Information Technology Education

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In the past decade, there has been a noticeable increase in the number of courses/programs offered online by higher education institutions in US and worldwide. This increase makes it necessary to comprehensively study the effectiveness of these offerings to ensure that they yield comparable outcomes to traditional offerings. This research discusses findings of a multiyear, in-depth quantitative study with the objective of assessing the effectiveness of delivering computer programming courses online and analyzing the quality of this delivery mechanism. The paper addresses several aspects of comparing tradition/blended offerings with fully online offerings. Several data sets are used in this study with primarily focus on direct assessments. Specifically, this research measures the Intended Learning Outcomes (ILOs) attained by students enrolled in online programming classes and compares them to the ILOs obtained when teaching the same course in a blended format. Moreover, several other students' success and involvement indicators are measured in both cases and compared. Besides, the paper briefly addresses other indirect assessment findings. The employed data sets have been collected over a number of years (from 2006 till 2011) to enhance the accuracy and implications of the reported statistical findings. Generally, no significant differences were found regarding the attainment of almost all of the ILOs with the exception of one that showed better performance, on average, in the online offerings. On the other hand, blended offerings yielded favorable results that are statistically significant when considering other performance criteria such as withdrawal and failure rates.

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Workshop - streamlining the assessment process with the faculty course assessment report

Cited by 14 publications

References 0 publications

Using faculty course assessment report for the assessment of an associate degree course in engineering technology program

Using faculty course assessment report for the assessment of an associate degree course in engineering technology program

Does language choice influence the effectiveness of online introductory programming courses?

Comparing achievement of intended learning outcomes in online programming classes with blended offerings

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