reconciling graduate attribute assessment with existing outcome-based assessment
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Reconciling Graduate Attribute Assessment with Existing Outcome-Based Assessment. Diane Kennedy, Kumi Abercrombie, Martin Bollo , and John Jenness BCIT CEEA 2014. BCIT Background. Civil, Electrical and Mechanical accredited engineering programs - PowerPoint PPT PresentationTRANSCRIPT
RECONCILING GRADUATE ATTRIBUTE ASSESSMENT WITH EXISTING
OUTCOME-BASED ASSESSMENT
Diane Kennedy, Kumi Abercrombie, Martin Bollo, and John Jenness
BCITCEEA 2014
BCIT Background
• Civil, Electrical and Mechanical accredited engineering programs
• Approximately 600 students enrolled across all programs
• Evolved from technology programs, with existing strong roots
• Practitioner-focused engineering graduate
Outcome Based Assessment
• Roots in culture of outcome based assessment -> defined learning outcomes
• Approximately 1700 defined across all three programs
• 5- 12 outcomes per course
What is a Learning Outcome?
Learning Outcomes vs. Graduate Attributes
• Learning outcomes indicative of course goals• Indicators of graduate attributes measure
program performance• Claim: There should be a direct line of sight
from a course learning outcome to one or more graduate attributes
Breaking it down
• Learning Outcomes contain explicit and implicit statements of competency of graduate attributes
• Course assessment tools developed to measure student attainment of Learning Outcome
• Need to extract data from the course assessment tools to measure Program ability in developing the graduate attributes
Mapping LO to GA
CIVL 7090 Course Learning Outcomes
CEAB Graduate Attributes1 2 3 4 5 6 7 8 9 10 11 12
Design a civil engineering project from conception through to a completed plan. X X X X X X X X X X X X
Integrate information, ideas and concepts from previous courses into a comprehensive design effort.
X X X X X X X X X X
An Example. One LO: Many Indicators of GA.
Level of Mastery Grad AttribIndicator
Ref. #
Below Expecta
tions
Developing
Competent
Proficient Exceeds Expectati
ons
COMPONENT LEVEL: 1 2 3 4 5
Report Appearance: General appearance, Title page, Table of Contents, disclaimer
Executive Summary 7.1.2Writing Skill: organization, spelling, grammar, clarity, conciseness
7.1.2
Visual aids: figures, tables
7.3.1
Reflections
We had 7 faculty members align existing assessment tools (designed for LO assessment) with indicators of graduate attributes for the purpose of data collection. – Some components of the assessment could not
be mapped to an indicator.– Some components mapped to multiple
indicators.
Ideas for moving forward
• Categories represent ‘leading indicators’?• Faculty can provide new indicators
Example: Design
QUESTIONS?