Learning Outcomes, KPIs and Rubrics Dr. Abdel-Rahman Al-Qawasmi (Associate Professor – Electrical...
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Transcript of Learning Outcomes, KPIs and Rubrics Dr. Abdel-Rahman Al-Qawasmi (Associate Professor – Electrical...
Learning Outcomes, KPIs and Rubrics
Dr. Abdel-Rahman Al-Qawasmi(Associate Professor – Electrical Engineering Department)
Date: 10\3\2015Time: 13:00-14:00
Place: Seminar Room
ProgramStudent
Teaching (delivering
Knowledge and skills)
Advising
Curriculum
Study plan: Credit Hours,
Courses, prerequisites, co-requisite
Course description:
Program Specifications,
syllabus, Course specifications,
Infrastructure
Class rooms, Labs
Faculty Staff
Instructors
TA
Engineers
Technicians
Administration
HOD
Committees
Secretary
Learning Recourses
Library
Internet
Quality of the Program
Mission Goals Objectives Learning Outcomes KPIs
Benchmark Rubrics Course Report NCAAA Standards
ABET Standards
Institutional Standards
Teaching strategies
Assessment strategies
Evaluation process Annual Report
SSR Accreditation DevelopmentSelf Evaluation Report
Mission
Objectives and Goals
Learning Outcomes
KPIs
Recommendations
Annual program Report
Actions
Program Specifications
Teaching strategies
Assessment methods
KPIs
Rubrics
AnalysisRecommen
dations
Course Report
Actions
Course Specifications
Learning Outcome
Students Needs Employer Needs
Mission Statement
Learning Outcomes
ARE STATEMENTS OF WHAT THE STUDENT WILL KNOW AND BE ABLE TO DO OR DEMONSTRATE AS A RESULT OF THEIR LEARNING AND ARE PART OF A STUDENT-
CENTERED APPROACH.
Knowledge
Performance
Skills
Learning Outcomes
achievements
Output Results
Why we need LOs?LOs build evidence for accountability, accreditation, and for continuous improvement.
Know what Instructor is doing and why
Know what students are learning as a result
Make improvement changes based on results (research based improvements)
Criteria (KPI):Quantifiable performance measures used to define success and measure progress toward the
achievement of goals.
Assessment :Student assessment processes must be appropriate for the intended learning outcomes and
effectively and fairly administered with independent verification of standards achieved.
Teaching Strategy: Teaching must be of high quality with appropriate strategies used for different categories of
learning outcomes and student learning styles.
Learning Outcome:must be…. measurable and meaningful to be assessed accurately.
Learning Outcomeslearning outcomes Code Domain
NCAAA ABETThe broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
a1 (h) AKnowledge
Knowledge of contemporary issues. a2 (j)
An ability to design and conduct experiments, as well as to analyze and interpret data b1 (b) BCognitive Skills
An ability to design a system, component, or process to meet desired needs within realistic constraints
b2 (c)
An ability to identify, formulate, and solve engineering problems b3 (e)
The ability to analyze, design, and implement systems. b4 (EE1)
The ability to apply project management techniques to electrical systems. b5 (EE2)
An ability to function on multidisciplinary teams c1 (d) CInterpersonal Skills &
ResponsibilityAn understanding of professional and ethical responsibility c2 (f)
Recognition of the need for and an ability to engage in life-long learning. c3 (i)
An ability to apply knowledge of mathematics, science, and engineering d1 (a) D Communication, Information
Technology, NumericalAn ability to communicate effectively d2 (g)
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
d3 (k)
The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical systems.
d4 (EE3)
e1 EPsychomotor
e2
LOs and Courses4.Communication,
InformationTechnology, Numerical
3.Interpersonal Skills &
Responsibility2.Cognitive Skills 1.Knowledge
NQF Learning
Domains
4.4 4.3 4.2 4.1 3.3 3.2 3.1 2.5 2.4 2.3 2.2 2.1 1.2 1.1 Course Offerings
X X I MATH 105 X X X X X X PHY 103 X X I MATH 106
X X P MATH 107
X X A MATH 204
X X STAT 201 X X MATH 254 X X X X X GE 407 X X X GE 408 X X I X EE 101 X X X X P X EE 111 X X X X X X X EE 205 X X EE 208 X X X X X EE 207 X X X X A EE 202 X X X X EE 206
I = Introduction P = Proficient A = Advanced
• Specific – clear and well-defined
• Measurable – show distance from attainment
• Agreed – shared by stakeholders
• Realistic – fit available time, money, etc
•Time-based – set a specific time-scale
KPIs should be SMART
KPIs of the Program Objectives
KPIs Major Strategies
The Electrical Engineering Program in Majmaah University prepares students to have strong foundation in mathematical, scientific and engineering sciences who are able to:1. Demonstrate technical competence in identifying, formulating, analysing and solving engineering problems.
Identifying, formulating, analyzing and solving engineering problems.
1. Surveys2. Consultation report
2. Demonstrate the professional skills necessary to lead their professional discipline and have the lifelong learning skills to adapt to rapidly changing technologies.
1. Demonstrate the professional skills.2. Adapt to rapidly changing technologies.
1. Surveys2. Consultation report
3. Pursue higher learning in the field of engineering and multidisciplinary areas to emerge as successful researchers, entrepreneurs, experts and educators.
1. Number of publications in peer reviewed national and international journals
2. Number of organized scientific and Research activities: workshops seminars, symposiums & conferences)
3. Number of subscription in periodicals and Journals.
Faculty self-report
4. Practice and inspire high ethical and professional standards.
1. Percentage of graduates from undergraduate program leaving their works due to professional issues
2. Employee satisfaction (out of 5)3. Number of students who came to senior
management positions
1. Surveys2. Consultation report
Learning Skills
Foundation Skills:
University Requirements
Fundamentals Skills:
Scientific Section
(Preparatory Year)
Core skills:College
requirements
Program skills: EE Courses
Assessment MethodsStudent Learning Outcomes (code)
Reports, discussions and presentations a1Exams and presentations a2Standardized exams, Oral exams, Micro projects b1Reports and presentations b2Standardized exams, Oral exams, Micro projects b3Standardized exams, Oral exams, Micro projects b4Behavior observation and reports b5Behavior observation and presentations c1Discussions c2Reports, discussions and presentations c3Standardized exams, Oral exams, Micro projects d1Reports, discussions and presentations d2Exams, quizzes and reports d3Standardized exams, Oral exams, Micro projects d4
Course Title: Fundamentals of Electrical Power SystemsCourse ID: EE 270Number of Students: 25Learning Outcomes: 2.1: An ability to design and conduct experiments, as well as to analyze and interpret data [Introduction] 3.2: An understanding of professional and ethical responsibility [Introduction]4.1: An ability to apply knowledge of mathematics, science, and engineering [Proficient] 4.4: The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical systems [Advanced]
Method of Assessment: Standardized exams, Oral exams, Micro projectsMicro project:Design and implement DC motor in …………:(10 marks) [10%]
LO: An ability to design and conduct experiments, as well as to analyze and interpret data KPIs : There are 9 KPIs. Selected only three KPIslaboratory safety procedures
experimental plan of data gatheringData documentation
Development and implementation of logical experimental proceduresSelection of appropriate equipment and instruments to perform the experimentOperation of instrumentation and process equipment
The analysis and interpretations of data using appropriate theoryAwareness of measurement errorsSeeking information for the experimentlaboratory safety procedures
Rubric
Satisfactory
Developing
Unsatisfactory
Formulates an experimental plan of data gathering to attain a stated objective
(develop correlation, test a model, ascertain
performance of equipment, etc.)
Develops a simplistic experimental plan of data
gathering, does not recognize entire scope of
study (e.g. not all parameters affecting the results are
investigated)
No systematic plan of data gathering; experimental data
collection is disorganized, even random, and
incomplete
experimental plan of data
gathering(2)
KPIs
Develops and implements logical experimental
procedures
Experimental procedures most often followed, but
occasional oversight leads to loss of experimental
efficiency and/or loss of data
Does not follow experimental procedure
Development and
implementation of logical
experimental procedures
(4)Analyzes and interprets data carefully using appropriate
theory; if required, translates theory into practice or applies to
process model(s)
Applies appropriate theory to data when prompted to
do so, but misinterprets physical significance of
theory or variable involved; makes errors in unit
conversions
Makes no attempt to relate data to theory
The analysis and
interpretations of data using appropriate
theory(7)
LO:An ability to design and conduct experiments, as well as to analyze and interpret data
Rubric( Result) Satisfactory Developing Unsatisfactory
4 3 2 KPI2KPIs1 4 4 KPI4
1 2 6 KPI7
Assessment method:1- Evaluating the mini project Report contents2- Presentation 3- Discussion
Student’s Name KPI2 KPI4 KPI7
U D S U D S U D S1 X X X
2 X X X
3 X X X
4 X X X
5 X X X
6 X X X
7 X X X
8 X X X
9 X X X
Total 2 3 4 4 4 1 6 2 1
Results AnalysisStrength points:
1- The students average performance is good.
2- The plan of the experimental is well defined.
Weaknesses points:
1- There is an average problem in applying the procedure.
2- There is a problem in Identifying and collecting data in organizing way
Improvements methods:
1- Data collection methods and Statistical analysis should be give more attention
2- Including a statistical analysis and data collection method in the course description or in other low level course.
Course (Program) Improvement procedures
• Reading the CR of EE270• Regarding the results of measuring LO 2.1 and
proposed improvements methods, the UPC discussed this issue in the PUSC.
• The decision is leave the contents of EE 270 without changes.
• Asking the basic science department to concentrate on the collection data and statistical analysis method in math 107.