Professional Documents
Culture Documents
and
Quality Assurance
Surendra Prasad
Chairman, NBA
Some Questions
All Stakeholders:
Prospective Students
Their Parents
Faculty
Management
&
Government
Students
Four Years of Valuable time, @18 yrs.
Will I become a good engineering
professional?
Survive the competition?
Admission to an Accredited Institution is a
safe bet!
Parents
Faculty
Management
Government
Better Educated Engineers community leads
to better economic growth.
What can be more important to the
government?
Accreditation
What accreditation is NOT?
1. Not a ranking procedure (Gold, Silver, 1,2,3,..)
2. Not an Investigation (There has been no
complaint)
3. (Should not be): A Regulatory Process,
Accreditation is not a ranking system.
NBA (or ABET) do not rank programs in any
way.
What is it then?
It is a Process by which:
The Institution being looked at is given
a SEAL of approval by stakeholders in its
activity - as meeting their expectations.
(Stakeholders: Students, Govt., Industry,
Faculty,)
Beyond Certification
However, its aim is not mere certification.
It is a process which encourages
continuous look at how you teach, what is
its impact, and how to achieve the set
objectives better.
It should lead to a Continuous
Improvement System.
NBA
NBA hopes: To create a movement towards quality
through accreditation with credibility.
Accreditation only a tool.
Real Goal: Improved teaching and learning at our
Engineering Institutions.
Real Benefit of Washington Accord!
Definitions
Program Educational Objectives: Broad statements that
describe what graduates are expected to attain within a
few years after graduation.
Program Outcomes/Student Outcomes/Graduate
Attributes: What students are expected to know and able
to do by the time of graduation.
: Relate to the knowledge, skills, attitudes and behaviors
that students acquire as they progress through the
program
Definitions
Outputs AND Outcomes
Outputs: Graduation rates, Employment Statistics etc.
Outcomes: Student Learning, Skills, Behavior.
Curriculum
Curriculum Design exercise in many Indian institutions:
Examine the practices in some good institutions (IITs),
and adopt suitably.
Workable, but not necessarily the best approach for your
students and your objectives.
Knowledge
Skills
Attitudes
Behaviour
Knowledge
Skills
Attitudes
Behaviour
Definition
Assessment:
One or more processes that identify, collect, and
prepare data to evaluate attainment of student
outcomes.
Transformational Assessment
Goals of Assessment:
Information based decision-making.
Transformational Assessment:
When assessment used to help enhance student
learning.
Change Pedagogy
Modify courses or facilities
Redesign curriculum
Information basis
Smart Data Collection is the Key
Collect data that would be useful.
Sufficient to provide a reasonable basis for action.
Data Information.
Sufficient Granularity.
Other Reasons
Trying to do too much.
Unsustainable
Inadequate Resources.
Many more.
Where Do We Start?
If We Wish To.
Management Plan
Processes
Results
Collecting/
Consolidating
Data.
Analyzing and
Reporting.
Evaluation
Data
Information
Knowledge
Decisions
Curriculum/
Pedagogy
Improvements
Improvement
Actions
Curriculum
changes.
Pedagogy
Others.
EE 101
Engineerin
g
Knowledge
I,P
HU 203
EE306
EE 347
(Design
Project)
EE 450
(Capston
e)
Problem
Analysis
P,E
Design/
Developme
nt
P,E
P,E
Investigatio
n of
Complex
Problems
Engineer &
Society
Communic
ation
P,E
I
I
Benefits of Mapping
Shows what desired outcomes are already taught, and at
what level.
Reveals gaps (Outcome xx).
Potential for cross-course collaboration (Faculty buy-in).
Makes course, program level outcomes clearer to
students.
Shows where interventions may be required.
Collecting Evidence
Evidence is the key to making decisions about
improvements and closing the loop.
Direct Evidence usually primary for program outcomes.
Indirect Evidence: Acceptable and valuable as
secondary evidence.
Should not be all you use.
Can and do bring their own intuition and insight into: What
constitutes Acceptable Performance in their classes?
Challenge: To involve them more deeply into the Assessment
Conversation to measure effectiveness of what they do
individually, or collectively
: additional effort should seem worthwhile to faculty.
Definitions
Evaluation: One or more processes for interpreting the
data and evidence accumulated through assessment
processes.
Evaluation determines the extent to which student
outcomes are being attained. Evaluation leads to
decisions and actions regarding program improvement.
Performance Criteria: Specific, measurable statements
identifying the performance required to meet the
outcome confirmable through evidence
Definitions
Rubric: a method for explicitly stating the expectations
for student performance
Generally has three components:
Performance Indicators (Dimensions of Learning)
Level of Performance (Scales)
Descriptors
Level of Performance: Discrete vs. Continuous
Rubrics
A method for explicitly stating the expectations for
student performance.
Describe characteristics for each level of performance.
Provide clear information how well the students
performed
Assessment Types
Outcome Assessment Process may use multiple
methods of assessment (and allowing for triangulation):
direct and indirect, qualitative and quantitative:
Direct: Provide direct examination or observation of
student performance.
Students assignments.
Exams, Quizzes (Course Embedded assessment)
Student Portfolios.
Locally developed exams.
National exams (University Exams, GATE etc.)
Indirect Assessments
Ascertain opinion or self-report: extent of attainment of
outcomes.
Terminal (at graduation)
Surveys (Employer Surveys?)
Focus Groups (Alumni).
Advisory Board Recommendations.
Exit Interviews.
Assessment Process
Must include thresholds (or targets) for acceptable
performance.
Must be measurable.
Exam & Grading Assessment.
However, both may be done together via suitable
embedding strategies.
Description
Target
Frequency
Direct
Assessment of
Course Material
Specific Course
Material used to
attain POs
Yearly (see
Schedule)
Exit Survey of
Final Year
Students
Specific
Questions
mapped to POs
75% : 7.5/10
Yearly
Supplemental
Questions
mapped to POs
80% agree or
strongly agree
Yearly
Co-opt employer
survey
Bi-annually
Triangulation
Ultimate Target: Assess the truth for the attainment of
various desired outcomes through multiple assessments.
Student work
Survey
Truth
Focus Group
Triangulation
More realistic
Student work
Truth
Focus Group
Surveys
ETHICS MATRIX
Direct Assessment of Ethics Matrix
State
Course
Outcome
Objective
%
exceeding
standard
>80
% meeting
standard
70-80
%
approachin
g standard
60-70
% not
meeting
standard
Comment
<60
Semester
2, 2014
20
40
20
20
Test # 2
Semester
1, 2013
30
40
14
16
Term paper
Semester
2, 2013
24
36
26
14
Term Paper
Test # 3
Semester
1, 2012
26
42
22
10
Student Outcomes
14-15
Understanding of
professional and ethical
responsibilities
15-16
Ability to communicate
effectively, orally, in written
and visual forms.
17-18
18-19
16-17
Summary
Establish Program and Course Outcomes
Select where you want to assess (and in which course(s)).
Select components of outcome.
Select performance level.
Select criteria of success.
Use information to Close the loop.
To
Assessment
Considering the whole
reasoning process.
Comparison to
measurable outcomes.
Secretive, Exclusive.
Public, Open,
participative.
Embedded.
Helping Students.
Add On.
Challenging Faculty.
Date:
Performance Indicators
Key to measuring the outcomes.
Articulate key characteristics of an outcome.
Performance Indicators
Two essential characteristics:
1. Should be based on the focus of instruction.
(Steps of problem solving, ethical analysis, organising
presentations, etc.).
Faculty will
Assess quality of
experimental plan.
Observe safety
practices.
Check if proper data for
needed variables are
measured.
Check whether
comparisons have been
made to theory with
understanding.
Rubrics
A method for explicitly stating the expectations for
student performance.
Describe characteristics for each level of performance
Provide clear information how well the students
performed
What Do We Measure?
NBA Criteria do not tell us how to measure outcomes.
What should we look for in student performance to
determine the level to which an outcome is being
attained?
We measure performance indicators.
Degree of attainment based on students level of
performance on these indicators.
Performance
Indicator 1
Performance
Indicator 2
Outcome
Performance
Indicator 3
Performance
Indicator 4
Performance Indicators
Program
Educational
Objectives
Graduates will work
successfully as a
member of a team
to solve real world
problems
Student Outcomes
Students will be
able to
demonstrate
Ability to identify
and solve Real
World Complex
Problems.
Ability to conduct
experiments and
analyze data
Performance Indicators
Program
Educational
Objectives
Graduates will
work successfully
as a member of a
team to solve real
world problems
Student Outcomes
Ability to conduct
experiments and
analyze data
Performance
Indicators
Observes safe
lab practices.
Prepares a plan
for the
Experiment.
Gathers data on
suitable variables.
Compares results
to a model or a
theory.
When Do We Measure?
For most outcomes need multiple points (embedded
perhaps in multiple courses, relevant to an outcome)
At what level (Lower level courses? Upper level
courses?).
Terminal Courses (Statics-Strength of Materials
Structures I Structures II etc.)
Capstone Course or Project.