1. JIC ABET WORKSHOP No.10 STATUS OF JIC ABET ACCREDITATION PROJECT.
GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES.
RUBRICS FOR THE ASSESSMENT OF STUDENT PERFORMANCES
Presented by: 
JIC ABET COMMITTEE 
Half-circle picture with accent arcsDrag the half-circle to the left until the two middle yellow adjustment diamonds are lined up with the left edge of the slide. On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
Click Align to Slide.
Click Align Middle.
Select the arc. On the Home tab, in the Clipboard group, click the arrow under Paste, and then click Duplicate.
Select the second arc. Under Drawing Tools, on the Format tab, in the Size group, do the following:
In the Shape Height box, enter 6.79”.
In the Shape Width box, enter 10.03”.
On the Home tab, in the bottom right corner of the Drawing group, click the Format Shape dialog box launcher. In the Format Picture dialog box, click Fill in the left pane. In the Fill pane, select No fill.
Also in the Format Shape dialog box, click Line Color in the left pane. In the Line Color pane, select Solid line and then do the following:
Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
In the Transparency box, enter 50%.
Also in the Format Shape dialog box, click Line Style in the left pane. In the Line Style pane, in the Width box, enter 1.5 pt.
Drag the second arc left on the slide until the two middle yellow adjustment diamonds are lined up with the left edge of the slide. On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
Select the second arc. On the Home tab, in the Clipboard group, click the arrow under Paste, and then click Duplicate.
Select the third arc. Under Drawing Tools, on the Format tab, in the Size group, do the following:
In the Shape Height box, enter 6.86”.
In the Shape Width box, enter 9.98”.
On the Home tab, in the bottom right corner of the Drawing group, click the Format Shape dialog box launcher. In the Format Shape dialog box, click Line Color in the left pane, select Gradient line in the Line Color pane, and then do the following:
In the Type list, select Linear.
Click the button next to Direction, and then click Linear Down (first row, second option from the left).
Under Gradient stops, click Add or Remove until two stops appear in the drop-down list.
Also under Gradient stops, customize the gradient stops that you added as follows:
Select Stop 1 from the list, and then do the following:
In the Stop position box, enter 0%.
Click the button next to Color, and then under Theme Colors click Blue, Accent 1, Lighter 40% (fourth row, fifth option from the left).
In the Transparency box, enter 77%.
Select Stop 2 from the list, and then do the following:
In the Stop position box, enter 100%.
Click the button next to Color, click More Colors, and then in the Colors dialog box, on the Custom tab, enter values for Red: 208, Green: 215, Blue: 222.
In the Format Shape dialog box, in the Line Style pane, in the Transparency box, enter 90%.
Also in the Format Shape dialog box, click Line Style in the left pane. In the Line Style pane, in the Width box, enter 4.25 pt.
On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
Click Align Left.
Drag the third arc left on the slide until the two middle yellow adjustment diamonds are lined up with the left edge of the slide. Drag the third arc vertically as needed to position it slightly above the second arc on the slide.
To reproduce the background on this slide, do the following:
Right-click the slide background area, and then click Format Background. In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then do the following:
Click the button next to Direction, and then click Linear Up (second row, second option from the left).
In the Angle box, enter 270⁰.
Under Gradient stops, click Add or Remove until four stops appear in the drop-down list.
Click the button next to Color, click More Colors, and then in the Colors dialog box, on the Custom tab, enter values for Red: 167, Green: 185, Blue: 197.
In the Stop position box, enter 30%.
Select Stop 3 from the list, and then do the following:
In the Stop position box, enter 70%.
Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
Select Stop 4 from the list, and then do the following:
Venue: JIC Auditorium
Date: Monday Nov 28, 2011
Time: :00 AM

2. STATUS OF JIC ABET ACCREDITATION PROJECT

3. Form the Departmental ABET Committees One SSR committee per program
ACHIEVEMENTS
Task
Description
Status
Obstacles
Form the Departmental ABET Committees
One SSR committee per program
One Assessment Committee per program
One Display committee per program
All Committees were formed
Some committees have been changed.
Identify Constituencies
Program Advisory and Evaluation Committee for each program.
Not all programs have submitted final nominations
Difficulty in contacting External PAEC members
Students
Identified and are accessible
None
Alumni
Data base is created
Employers
Faculty
Define JIC Mission
Defined and published
Define Department Mission
Define Program Educational Objectives (PEO’s)
Defined , published and Mapped to JIC Mission
Define Student Outcomes (SO’s)
Defined , published and Mapped to PEO’s
Define Performance Indicators
Defined

4. Conduct Student Awareness Activities
ACHIEVEMENTS
Task
Description
Status
Obstacles
Conduct Student Awareness Activities
Display Program elements in departments
AS Program elements are displayed in the corridors of each department.
None
Power point presentation on AS program elements.
One PPT has been developed for each program and will be submitted to department for implementation.
The presentations are to be conducted during weeks 12 and 13 for all the sections of one of the program courses per block. Departmental and Library facilities may be used. Arrangements are to be done by the departments.
Design Curriculum
Train faculty on how to design an outcome based Course Description
Define Course learning Outcomes (CLO’s)
Update the Course description to meet ABET standards.
A workshop on Blooms Taxonomy was conducted.
CLO’s were Defined by departments’ programs using Blooms Taxonomy.
Course descriptions were rewritten as per ABET standards
Map Curriculum to Student Outcomes
Mapping Course Learning Outcomes to Performance Indicators
Mapping the Curriculum to Student Outcomes
Check for Curriculum Consistency
Define Key Courses (Courses that will serve as source for assessment)
In progress
Guidelines and tools have been prepared and will be submitted to departments

5. Assessment of Student Outcomes
ACHIEVEMENTS
Task
Description
Status
Obstacles
Define assessment and evaluation activity timeline for PEO’s
In progress
Assessment of Student Outcomes
Define assessment and evaluation activity timeline for SO’s
Design Direct and Indirect Assessment flow charts for SO’s
Developed and will be submitted to departments for feedback before implementation in the SIS
Design Direct Assessment Tools
Course assessment Chart
Done and implemented
Course assessment Report
Electronic tool for CLOs and SOs direct assessment
ITC was approached and will assist in the development of SIS based assessment module.

6. Update the information in JIC Website JIC mission Department Mission
ACHIEVEMENTS
Task
Description
Status
Obstacles
JIC Website
Update the information in JIC Website
JIC mission
Department Mission
PEO’s
SO’s
Course Descriptions
Course page
Student Handbook
Faculty Handbook
ITC will be approached for updating information
Full support from ITC department is expected.
Involvement of Constituencies in program Continuous Improvement
PAEC
In progress
Some PEA Committees were not formed yet
Difficulty in contacting External PAEC members
Alumni
Alumni Surveys conducted
None
Employers
Employer Surveys conducted
Students
Course satisfaction and Exit Surveys conducted
Faculty
Faculty Surveys conducted

7. Guidelines have been prepared and submitted to departments.
ACHIEVEMENTS
Task
Description
Status
Obstacles
Self-Study Report
In progress
Achievements
Guidelines have been prepared and submitted to departments.
Informative workshops have been conducted.
Some elements of the report ( Mission , PEOs, SOs ) have been defined.
Remaining tasks
Define and document Assessment strategies.
Collect and analyse assessment data.
Document other program elements for the remaining criteria.
Some assessment data are still not available for program evaluation.
Staff are
over loaded

8. GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES

9. PROGRAM EDUCATIONAL OBJECTIVES
COLLEGE MISSION
PROGRAM EDUCATIONAL OBJECTIVES
Provide well-educated and highly-trained manpower
Offer career-focused and market-driven programs
Work in partnership with business, industry, and community
Support programs for local and national development
1. To prepare graduates who are capable of performing satisfactorily in the field of electrical power engineering technology. x
2. To prepare graduates who are capable of working as individuals or in teams.
3. To prepare graduates who are capable of effectively communicating technically in written, oral and graphic forms.
4. To prepare graduates who are motivated and capable of pursuing life-long learning through higher education, and continuous professional development.
5. To prepare graduates who understand, appreciate and demonstrate ethical behavior, social responsibility, and respect for diversity.

11. Student Outcomes
By the end of the program, the students should be able to:
apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities;
apply knowledge of mathematics, science, engineering and technology to solve practical problems in the field of electrical power engineering technology that require limited application of principles but extensive practical knowhow;
conduct standard tests and measurements, and to conduct, analyze and interpret experiments;
function effectively as a member of a technical team;
identify, analyze, and solve narrowly defined engineering technology problems;
apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;
understand the need for and engage in self-directed continuing professional development;
understand and show a commitment to address professional and ethical responsibilities, including a respect for diversity; and
show a commitment to quality, timeliness, and continuous improvement.

12. GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES

13. Relationship of Student Outcomes to Program Educational Objectives
By the end of the program, the students should be able to:
Program Educational Objectives 1 2 3 4 5
apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities; x
apply knowledge of mathematics, science, engineering and technology to solve practical problems in the field of electrical power engineering technology that require limited application of principles but extensive practical knowhow;
conduct standard tests and measurements, and to conduct, analyze and interpret experiments;
function effectively as a member of a technical team;
analyze, and solve narrowly defined engineering technology problems;
apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;
understand the need for and engage in self-directed continuing professional development;
understand and show a commitment to address professional and ethical responsibilities, including a respect for diversity; and
show a commitment to quality, timeliness, and continuous improvement.

14. Performance Indicators Performance Indicators
Student Outcomes
Performance Indicators a
Apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities.
a.1 Select appropriate techniques and tools for a specific task in electrical power engineering technology.
a.2 Use computer-based and other resources effectively in assignments and projects. b
Apply knowledge of mathematics, science, engineering and technology to solve practical problems in the field of electrical power engineering technology that require limited application of principles but extensive practical knowhow.
b.1 Apply basic mathematical knowledge to solve basic problems.
b.2 Apply principles of physics to solve simple practical problems in the field of electrical power engineering technology.
b.3 Apply principles of general chemistry to solve simple practical problems in the field of electrical power engineering technology. c
Conduct standard tests and measurements, and to conduct, analyze and interpret experiments.
c.1 Demonstrate good laboratory practices.
c.2 Identify, select and use appropriate equipment/apparatus/specimen/device for a specific experiment.
c.3 Configure set-up, perform measurements, relate parameters and explain system operation. d
Function effectively as a member of a technical team.
d.1 Recognize and perform his role in a team.
d.2 Integrate input from all team members to solve problems.
d.3 Show respect for his teammates. e
Identify, analyze, and solve narrowly defined engineering technology problems.
e.1 Identify and describe basic problems.
e.2 Analyze problem constraints.
e.3 Recognize standard procedures.
e.4 Manage information and solve basic problems. f
Apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.
f.1 Listen carefully and respond to questions appropriately.
f.2 Use appropriate graphics in oral and written communications.
f.3 Use mechanics and grammar appropriately.
f.4 Paraphrase technical and non-technical literature satisfactorily. g
Understand the need for and engage in self-directed continuing professional development.
g.1 Acknowledge the importance of professional development.
g.2 Show initiative, interest, and get involved in learning about specialty- related subjects. h
Understand and show a commitment to address professional and ethical responsibilities, including a respect for diversity.
h.1 Know code of ethics for the profession.
h.2 Recognize the influence his profession has on the community.
h.3 Demonstrate positive attitude towards faculty and peers.
h.4 Show awareness for diverse ideas and cultural differences. i
Show a commitment to quality, timeliness, and continuous improvement.
i.1 Identify the quality requirements for a specific task.
i.2 Develop a plan to conduct a specific task within a given timeframe.
i.3 Identify weaknesses and take appropriate actions for improvement.

15. Mapping Course Learning Outcomes to Performance Indicators
Course Code
Course
Title
Course Learning Outcomes (CLOs)
Assessment
Activities
And Weights (%)
Performance indicators addressed by the course
Student Outcomes addressed by the course
Weight %
EEE 101
Electrical Circuits I
Learn the basic and derived units for various fundamental terms in Electrical and Electronic Engineering.
2. Understand the characteristics & concepts of DC series, parallel and series-parallel circuits. Q1 25
a.1/ a.2
b.1/ b.2/
a, b
Mid-Term EX
Ass 1
Final Ex
3. Take measurements of resistance, voltage and currents in different combinations of DC circuits and prove the results by computer-based experiments.
4. Understand and apply circuit theorems.
5. Learn the construction and concepts of capacitor and inductor and their applications.
6. Take measurements of resistance, voltage and currents in different combinations of DC circuits and prove the results by computer-based experiments.
7. Understand and apply circuit theorems.
8. Learn the construction and concepts of capacitor and inductor and their applications.
EEE 121
Instrumentation and Measurements I
ELC 103
English III

16. Mapping the Curriculum to Student Outcomes

17. Curriculum Consistency Checklist
Criteria
Please
tick if applicable *
Each CLO is stated using Blooms taxonomy.
Each CLO addresses not more than three Student Outcomes.
The number of CLOs per course does not exceed twelve.
Each CLO addresses specific skills.
CLOs are neither repetitive nor overlapping.
Each CLO is addressed by at least one teaching topic or activity.
At least one assessment activity is defined for each CLO.
Each Student Outcome is addressed by at least two courses.
Each course addresses at least one Student Outcome.
* If not applicable, please revise and take necessary action

18. Key Courses that will serve as source for Assessment
A key course for a Student Outcome should address substantially the performance indicators of that outcome.
For each Student Outcome, Identify at least two but not more than three key courses that will serve as source for Assessment of the Outcome.

20. Assessment and evaluation activity timeline for Student Outcomes

21. Assessment Planning Matrices for Student Outcomes

22. Direct Assessment flowchart for a Student Outcome

23. Summary of Performance Indicators/Outcome Results (Direct Assessment)

24. Indirect Assessment flow chart for a Student Outcome

25. Summary of Student Outcomes Results (Indirect Assessment)

26. RUBRICS FOR THE ASSESSMENT OF PERFORMANCE CRITERIA /STUDENT OUTCOMES

27. What is a rubric?
Rubrics generally contain three components:
Dimensions (performance criteria),
Scale levels of performance),
Descriptors

29. Rubrics are not required for all outcomes
Rubrics guide faculty in the assessment process and provide understanding of areas of strength and weakness in student performance related to specific performance criteria

30. Purpose of Rubric Overall examination of student performance
Specific information to/about student competence

32. Types of Rubrics
Holistic Rubric
Analytic Rubric

33. Holistic Rubric
Raters make judgments by forming an overall impression of a performance and matching it to the best fit from among the descriptions on the scale
Each category on the scale describes performance on several performance criteria

34. Advantages:
They are often written generically and can be used with many tasks.
They save time by minimizing the number of decisions raters must make.
Trained raters tend to apply them consistently, resulting in more reliable measurement.
Disadvantages:
They do not provide specific feedback about the strengths and weaknesses of student performance.
Performances may meet criteria in two or more categories, making it difficult to select the one best description. (If this occurs frequently, the rubric may be poorly written.) Criteria cannot be differentially weighted.

35. Analytic Rubric
Analytic scales tend to focus on important dimensions of student performance related to performance criteria.
Dimensions are presented in separate categories and rated individually.
Points with associated descriptors are assigned for performance on each of the dimensions.

37. Advantages:
They provide useful feedback about areas of strength and weakness in student performance.
Their dimensions can be weighted to reflect relative importance.
They can demonstrate progress over time in some or all dimensions when the same rubric categories are used repeatedly
Disadvantages:
They take more time to create and use.
There are more possibilities for raters to disagree.
It is more difficult to achieve intra- and inter-rater reliability on all of the dimensions in an analytic rubric than on a single score yielded by a holistic rubric.

38. PROPOOPOSED RUBRICS FOR THE ASSESSMENT OF JIC STUDENT PERFORMANCE

39. Rubric for lab work

40. Lab work record
Please mark with X if criterion not satisfied

42. Rubric for lab report

43. Semester based report scoring record

44. Rubric for Cooperative Work Experience
(Student evaluation by Co-op Supervisor)

45. Cooperative Work Experience Assessment Report

46. Rubric for Diploma Project Report

47. Rubric for Diploma Project Work (Student evaluation by Instructor)

48. Diploma Project Assessment Reports (Project work and project report)

49. Diploma Project Assessment Reports (Project work and project report)

50. Rubric for Oral Presentation

52. THANK YOU