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ABET-ASAC Accreditation Workshop ABET Criteria and Outcomes Assessment

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Presentation on theme: "ABET-ASAC Accreditation Workshop ABET Criteria and Outcomes Assessment"— Presentation transcript:

1 ABET-ASAC Accreditation Workshop ABET Criteria and Outcomes Assessment

2 Criteria for Accrediting Applied Science Programs
The document can be found on the ABET website ( The General Criteria applies to all programs seeking accreditation under ASAC In addition to the General Criteria, if there is program specific criteria for the type of program being considered, then the program will also be required to meet program specific criteria Applicable Program Specific Criteria is determined by the program title Currently there is no construction management program criteria in force. CMAA has submitted the draft program criteria to ABET for review and approval. Once it is approved, programs will then be required, where applicable, to meet the program criteria as well.

3 General Criteria for Accrediting Applied Science Programs

4 General Criteria Sections
Criterion 1: Students Criterion 2: Program Educational Objectives Criterion 3: Student Outcomes Criterion 4: Continuous Improvement Criterion 5: Curriculum Criterion 6: Faculty Criterion 7: Facilities Criterion 8: Institutional Support

5 Criterion 1: Students The program must:
Evaluate student performance, advise students, and monitor students’ progress. Have and enforce policies for acceptance of transfer students and validation of courses taken elsewhere. Have and enforce procedures to assure that all students meet all program requirements.

6 Criterion 2: Program Educational Objectives (PEOs)
The program must have in place: Published PEOs consistent with mission and these criteria. Process that periodically documents and demonstrates that the PEOs are based on the needs of the program’s constituencies.

7 Criterion 2: PEO Characteristics
Clearly defined Broadly applicable Consider constituents and mission Achievable/realistic Relevant to the Profession Do not contradict one another Align with Professional Standards Feasible to measure

8 Criterion 3: Student Outcomes
The program must demonstrate that (a) – (k) are attained. Note: For Associate degree programs, (a) – (i) listed under “Associate Degree Programs.” Student outcomes are defined as (a) – (k) plus any additional ones articulated by the program. Student outcomes must foster attainment of the PEOs. There must be an assessment and evaluation process that periodically documents and demonstrates the degree to which outcomes are attained, which is addressed under Criterion 4 – Continuous Improvement.

9 Criterion 3: Student Outcomes
Describe what students are expected to know and be able to do at the time of graduation. Relate to skills, knowledge, and behaviors that students acquire as they progress through the program.

10 Criterion 3: Student Outcomes
Baccalaureate degree programs must demonstrate that graduates have: an ability to apply knowledge of mathematics, science, and applied sciences an ability to design and conduct experiments, as well as to analyze and interpret data an ability to formulate or design a system, process, or program to meet desired needs an ability to function on multidisciplinary teams an ability to identify and solve applied science problems

11 Criterion 3: Student Outcomes
an understanding of professional and ethical responsibility an ability to communicate effectively the broad education necessary to understand the impact of solutions in a global and societal context a recognition of the need for and an ability to engage in life-long learning a knowledge of contemporary issues an ability to use the techniques, skills, and modern scientific and technical tools necessary for professional practice.

12 Program Educational Objectives Vs.
Student Outcomes Program Educational Objectives specify desired future attainment (Expectations a few years after graduation). Student Outcomes specify what students will know or be able to do as a result of completing a program’s curriculum (At the time of graduation). Differences Degree of specificity Role of constituents

13 Criterion 4: Continuous Improvement
Programs shall use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. Each program must show evidence of actions taken to improve the program. These actions should be based on available information. The improvements can be based on any available information!

14 Criterion 5: Curriculum
The curriculum requirements specify subject areas appropriate to applied science programs but do not prescribe specific courses. How does the curriculum align with the program educational objectives? How does the curriculum and its associated prerequisite structure support the attainment of the student outcomes?

15 Criterion 6: Faculty Sufficient number to maintain continuity, stability, oversight, student interaction, and advising Competence of faculty members must be demonstrated by such factors as education, professional credentials and certifications, etc. Responsibility and authority to improve the program Some program criteria have additional requirements.

16 Criterion 7: Facilities
Classrooms, offices, laboratories, and associated equipment must be adequate to support attainment of the student outcomes and to provide an atmosphere conducive to learning. The team will tour the facilities as part of the visit process. Examples of facilities may include teaching labs, computer labs, libraries, advising centers, etc.

17 Criterion 8 : Institutional Support
Institutional support and leadership must be adequate to ensure the quality and continuity of the program. Resources include institutional services, financial support, and staff (both administrative and technical).

18 Program- and Degree-Specific Criteria
In addition to the eight General Criteria, the team will assess the program’s compliance with applicable program and degree specific criteria unless the program is being reviewed under the General Criteria only. Applicable program specific criteria are determined by the program title. Additional degree criteria apply to master’s degree programs.

19 Accreditation Policy and Procedure (APPM) Items
There sections of the ABET Accreditation Policy and Procedure Manual (APPM) that programs should pay particular attention to: Number of graduates II.E.5. To be eligible for an initial accreditation review, a program must have at least one graduate within the academic year prior to the academic year of the on-site review.

20 APPM Items II.E.4. Program names must meet ABET requirements.
The program name must be descriptive of the content of the program. The program name must be shown consistently on transcripts of its graduates, in the institution’s electronic and print publications, and on the ABET Request for Evaluation (RFE). If a program name implies specialization(s) for which Program Criteria have been developed, the program must satisfy all applicable Program Criteria. A program may choose to have an option, or similar designation implying specialization within the program, reviewed as a separate program. If a program name invokes review by more than one commission, then the program will be jointly reviewed by all applicable commissions.

21 Outcomes-Based Assessment
Institutions and programs define mission and objectives to meet needs of their constituents Provides for program differentiation Outcomes: preparation for professional practice Programs demonstrate how student outcomes are being met

22 Remember… The institution must provide evidence that they have a working and effective system of assessment of student outcomes in place. The institution must describe a clear relationship between program educational objectives, student outcomes, and measurable indicators of success with required levels of achievement. The evaluation team is assessing programs based on the criteria and the strength of the evidence provided by the institution, not your own personal references. 70 84 68

23 Assessment Methods DIRECT Student assignments Locally developed
National exams Student portfolios INDIRECT Surveys and questionnaires Focus groups Advisory board recommendation polls, exercises Exit interviews

24 Assessment Methods Valid assessment methods generate useful data.
RELEVANT – Measures the educational outcome as directly as possible. ACCURATE – Measures the educational outcome as correctly as possible. USEFUL – Measures provide formative and summative results with clear implications for educational program evaluation and improvement.

25 Emphasis Under Outcomes-Criteria
Practice of continuous improvement Input of constituencies, with emphasis on involving an industrial advisory committee Process focus Outcomes & assessment linked to objectives Knowledge required for entry into “the profession”

26 Assessing Student Outcomes
Describe what students are expected to know at the time of graduation. Relate to skills, knowledge, and behaviors that students acquire as they progress through the program.

27 Assessing Student Outcomes
Performance Indicators Articulate key characteristics of an outcome. Make it possible for faculty to choose “good fit” methods. 2 critical components Subject content that is the focus of instruction Direct students to a specific performance

28 Assessing Student Outcomes
Performance Indicators Provide faculty with clear direction for implementation in the classroom. Make expectations explicit to students. Focus on data collection.

29 Assessment Methods There will always be more than one way to measure any student outcome. No single method is enough for measuring a variety of different student abilities. There is generally an inverse relationship between the quality of measurement methods and their expediency. It is critical to pilot test a method to see if it is appropriate for an outcome and a program.

30 Assessment Misconceptions
School must demonstrate that EVERY student has attained the student outcomes. School must have a separate rubric for each student outcome. School must collect data from EVERY course that significantly covers the outcome. School must aggregate or average ALL data to demonstrate attainment.

31 Reporting Student Outcomes
Necessary elements in data reporting of student outcomes Performance Indicator (What is being evaluated?) Courses (Where indicator is being evaluated?) Method(s) of Assessment (How evaluated?) Summative Data Collection (Target courses?) Length of Assessment Cycle Year(s)/semester of data collection Target for Performance

32 Reporting Misconceptions
Demonstrate that EVERY student has attained outcomes. Separate rubrics for each student outcome. Include assessment of outcomes in assessment of objectives. Collect data from EVERY course that covers outcome. Aggregate or average ALL data to demonstrate attainment.

33 Questions?

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