Abro, S. R., & Cuper, J. (2012, June), Course Assessment; A consistent Model  Paper presented at 2012 ASEE International Forum, San Antonio, Texas. 10.18260/1-2--17033

\bibitem{asee_peer_17033}
  Abro, S. R., \& Cuper, J. (2012, June), \emph{Course Assessment; A consistent Model}
  Paper presented at 2012 ASEE International Forum, San Antonio, Texas.
  10.18260/1-2--17033

Sabah Razouk Abro and Jerry Cuper.  "Course Assessment; A consistent Model".  2012 ASEE International Forum, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://strategy.asee.org/17033 Internet.  14 May, 2024

\bibitem{asee_peer_17033}
  Sabah Razouk Abro and Jerry Cuper.
  "Course Assessment; A consistent Model".
  \emph{2012 ASEE International Forum, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://strategy.asee.org/17033 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_17033
author = "Sabah Razouk Abro and Jerry Cuper"
title = "Course Assessment; A consistent Model"
booktitle = "2012 ASEE International Forum"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/17033}
number = {10.18260/1-2--17033}
}

TY  - CPAPER
AB  - Course Assessment; A consistent ModelIn the last decade or so educational goals assessment was the center of attention inmany higher education institutions. Accreditation agencies like the Higher LearningCommission (HLC) and Accreditation Board for Engineering and Technology (ABET)are among a larger spectrum of entities demanding assessment should not only be partof the educational programs management process, but it should also be part of a morecomprehensive process, which is the continuous improvement.Based on these facts, a need for developing a consistent model in the assessment atthe course level is highly needed. This model should map courses assessment to theprogram learning outcomes and ultimately to the university educational goals because itis an important stage in the whole assessment process.This paper is intended to present a methodology of assessing program learningoutcomes through assessing the course learning objectives.Teaching course by objectives has gained momentum in the last decade or so; it hasproven beneficial to the students, instructors and the educational process at large.We will show that the assessment of a well defined set of course learning objectives willprovide a reliable source of program learning outcomes evaluation if they are mappedproperly.The conventional course evaluation that all institutions distribute at the end of eachsemester does not provide indices for success or failure to achieve the educationalgoals or program learning outcomes. It does, however, give indications about a set ofinformation that cannot be considered a model of assessment.The model that we have designed and used for three semesters has two methods ofassessment; the course learning objectives and the direct and the indirect assessment.The direct assessment is conducted by the instructor where he or she will set up thelevel of achievement that is designed for each objective. Then instructor will getfeedback on the level of achievement based on the test, assignments and projectsresults meant to assess the level of achievement of the particular objective. Thisprocess will be an ongoing process throughout the semester where the final actual levelof achievements will be compared with the desired level set by the instructor at thebeginning of the semester. The negative or positive deviation from the target score ofachievement per objective is then used to analyze the learning process and identifymeans and methods to improve or maintain the target achievment.The indirect part is the student’s contribution to the assessment model, where studentswill rank the achievement of the same learning objectives from their prospective.The model will easily pinpoint if there is any inconsistency in the assessment, for theresults from both direct and indirect sources should provide the same picture and levelof achievement within statistically accepted differences.Any significant deviation from consistency is an indication of a serious problem in thecourse structure and probably methods of delivery that should be dealt with at thedepartment level.The paper will discuss the process of the successful writing of measurable learningobjective. We will introduce statistical analysis of results from selected courseassessments.We will argue that this assessment process could lead to continuous improvementprocess if it is properly integrated in the plan of improvement.The paper will also discuss the mapping of course learning objectives to the programlearning objectives and university goalsDr. Sabah Abro                                Professor Jerry CuperProfessor/Program Director                    Department of Engineering TechnologyDepartment of Engineering Technology          Lawrence Technological UniversityLawrence Technological University             Southfield, MichiganSouthfield, Michigan                          jcuper@ltu.edusabro@ltu.edu
AU  - Sabah Razouk Abro
AU  - Jerry Cuper
CY  - San Antonio, Texas
DA  - 2012/06/09
PB  - ASEE Conferences
TI  - Course Assessment; A consistent Model
UR  - https://strategy.asee.org/17033
DO  - 10.18260/1-2--17033
ER  -