Nasr, K., & Alzahabi, B. (2001, June), Development And Implementation Of A Course Level Assessment Plan  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9112

\bibitem{asee_peer_9112}
  Nasr, K., \& Alzahabi, B. (2001, June), \emph{Development And Implementation Of A Course Level Assessment Plan}
  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.
  10.18260/1-2--9112

Karim Nasr and Basem Alzahabi.  "Development And Implementation Of A Course Level Assessment Plan".  2001 Annual Conference, Albuquerque, New Mexico, 2001, June.  ASEE Conferences, 2001.  https://strategy.asee.org/9112 Internet.  28 May, 2024

\bibitem{asee_peer_9112}
  Karim Nasr and Basem Alzahabi.
  "Development And Implementation Of A Course Level Assessment Plan".
  \emph{2001 Annual Conference, Albuquerque, New Mexico, 2001, June}.
  ASEE Conferences, 2001.
  https://strategy.asee.org/9112 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_9112
author = "Karim Nasr and Basem Alzahabi"
title = "Development And Implementation Of A Course Level Assessment Plan"
booktitle = "2001 Annual Conference"
year = "2001"
month = "June"
address = "Albuquerque, New Mexico"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/9112}
number = {10.18260/1-2--9112}
}

TY  - CPAPER
AB  - Course-level assessment in the spirit of continuous improvement is key to successful evaluation of an engineering program. The assessment process involves stating proper educational objectives and specific course outcomes, forming performance criteria and metrics, and assessing the achievement of the stated outcomes. This paper presents the development of a course syllabus and associated performance criteria and metrics and the implementation of an assessment plan. It will go beyond EC2000 outcomes by identifying diagnostic and criterion assessment mechanisms. The assessment process will focus on the performance criteria, performance metrics, grading methods, and tracking and feedback for continuous improvement. A survey-feature of the assessment plan will be tested on a typical engineering course and an examination of how such a course would fit in the larger picture of an engineering program will be performed. Finally, this paper concludes in matching EC2000’s educational outcomes (a-k) to the educational objectives of the course, maps the assessment tools of the course to Bloom’s taxonomy of learning, and comments on the usefulness of an outcomes-based assessment survey.
AU  - Karim Nasr
AU  - Basem Alzahabi
CY  - Albuquerque, New Mexico
DA  - 2001/06/24
PB  - ASEE Conferences
TI  - Development And Implementation Of A Course Level Assessment Plan
UR  - https://strategy.asee.org/9112
DO  - 10.18260/1-2--9112
ER  -