1. Reconciling Graduate Attribute Assessment with Existing Outcome-Based Assessment
Diane Kennedy, Kumi Abercrombie,
Martin Bollo, and John Jenness
BCIT
CEEA 2014

2. 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

3. 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

4. What is a Learning Outcome?

5. 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

6. 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

7. Mapping LO to GA CIVL 7090 Course Learning Outcomes
CEAB Graduate Attributes 1 2 3 4 5 6 7 8 9 10 11 12
Design a civil engineering project from conception through to a completed plan. X
Integrate information, ideas and concepts from previous courses into a comprehensive design effort.

8. An Example. One LO: Many Indicators of GA.
Level of Mastery
Grad Attrib
Indicator Ref. #
Below Expecta tions
Develo ping
Compet ent
Proficient
Exceeds Expectati ons
COMPONENT
LEVEL: 1 2 3 4 5
Report Appearance: General appearance, Title page, Table of Contents, disclaimer
Executive Summary
7.1.2
Writing Skill: organization, spelling, grammar, clarity, conciseness
Visual aids: figures, tables
7.3.1

9. 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.

10. Ideas for moving forward
Categories represent ‘leading indicators’?
Faculty can provide new indicators
Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.
Introduce each of the major topics.
To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.

11. Example: Design

13. Microsoft Engineering Excellence
Questions?
Microsoft Confidential