Preparing for ABET Accreditation: Preparing for ABET Accreditation: Meeting Criteria 2, 3 & 4Meeting Criteria 2, 3 & 4

October 12, 2006October 12, 2006

Melissa Canady Wargo, DirectorMelissa Canady Wargo, Director

Office of AssessmentOffice of Assessment

ABET Assessment TerminologyABET Assessment Terminology

• Program Educational Objectives

• Program Student Learning Outcomes

• Program Assessment

• Program Evaluation

Program Educational ObjectivesProgram Educational Objectives

• Focus is on student after graduation.

• What are your goals for students in the first few years of their career?

Program Student Learning Program Student Learning OutcomesOutcomes

• Focus is on what students know or can do when they complete they program; i.e., at the time of graduation.

• ABET defines 11 outcomes for you, but you can add additional outcomes if you choose.

Program AssessmentProgram Assessment

• Collection and analysis of data related to student acquisition of learning outcomes

• Involves development and consistent administration of multiple measures of learning, both direct and indirect.

Program EvaluationProgram Evaluation

• Interpretation and use of assessment results.

• Meaningful evaluation should translate into programmatic or curricular change.

What is outcomes-based What is outcomes-based assessment?assessment?

Propose Improvements

to Program

ImplementChanges

FormulateOutcomes

Develop Means of

Assessment

Gather &Analyze Data

InterpretResults

Program, School, College, University

Mission, Vision, Strategic Priorities

How do I go about assessing my How do I go about assessing my program?program?

• Engage program faculty in assessment conversations

• Commit to support assessment activities

• Be willing to use assessment information to make programmatic or curricular changes

How do I begin?How do I begin?

Develop comprehensive assessment plan:

• Program Purpose

• Program Goals

• Intended Learning Outcomes

• Assessment Methods

Formulating Program MissionFormulating Program Mission

3 Key Questions to Address in Purpose Statement:

•What is program?

•What does program provide?

•Whom does the program serve?

Sample Purpose StatementSample Purpose Statement

“The MBA Program within the College of Business at James Madison University emphasizes excellence and continuous improvement in graduate learning by stressing knowledge, technical and interpersonal and experiential skills in the development of managerial decision making. The MBA Program seeks to serve part-time students who are full-time working professionals in the Shenandoah Valley and Piedmont Region of Virginia. The MBA Program also serves other professionals through contract programs utilizing on-site and distance learning methodologies.” (MBA Program, James Madison University)

Formulating Program GoalsFormulating Program Goals

• Focus on what the program provides to achieve the mission and outcomes.

• Keep goals brief and general

• Describe an ideal graduate program in your discipline at this type of institution

Sample Program GoalsSample Program Goals

• To develop students as successful professionals for highly competitive positions in industry, government, and academic departments. (NC State Graduate Program in Mechanical & Aerospace Engineering)

• To foster an intellectual appreciation for the value of multiple perspectives in the study of past and present societies. (MA in History, James Madison University)

Formulating Learning OutcomesFormulating Learning Outcomes

Think SMART*

• Specific

• Measurable

• Attainable

• Results-Oriented

• Time-Bound

* Adapted from UCF Assessment Handbook

Sample Learning OutcomesSample Learning Outcomes

• Graduate students will present research to diverse audiences through publications in professional journals and conference papers.

• Graduate students will advance the state of disciplinary knowledge by creating and interpreting research results specific to the field of study.

Group ExerciseGroup ExercisePart IPart I

Develop a learning outcome appropriate for a graduate program:

•Think about skills/knowledge related to developing students as professionals or practitioners in the field of study.

•Remember SMART

Formulating Assessment MethodsFormulating Assessment Methods

• What data will allow us to determine whether the outcome has been met?

• Are those data attainable?

• How often should those data be collected?

• Who is responsible for data collection, analysis, reporting?

• When will the collection, analysis, reporting occur?

Direct Measures of Student Direct Measures of Student LearningLearning

Evaluation of:• Theses/Dissertations• Capstone projects or exams• Culminating experiences (e.g. internships, senior thesis, etc.)• Juried review of student projects or performances• Student work samples (e.g., case study responses, research

papers, essay responses, etc.)• Collection of student work samples (portfolios)• Exit exams (standardized/proprietary exams or locally developed

exams)• Pre- and post-tests• Performance on licensure or certification exams

Indirect Measures of Student Indirect Measures of Student LearningLearning

• Surveys (student, alumni, etc.)

• Exit interviews

• Employment or Graduate School placement rates

• Retention/graduation data

• Demographics of student population

• Focus groups

Group ExerciseGroup ExercisePart 2Part 2

Develop two assessment methods appropriate to the outcome, at least one must be a direct measure:•Consider:

– What data are needed?– Where will data be collected? – Are there mechanisms in place already?– How often are data collected?– How will data be disseminated and discussed?

How can this process be managed How can this process be managed more effectively?more effectively?

• Capitalize on activities you already have in place

• Locate and use resources from around the University

• Use your time and resources efficiently

Questions/CommentsQuestions/Comments

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