In engineering program, ABET accreditation gives more importance to the assessment and evaluation of student outcomes and to the subsequent efforts for continuous improvement based on such evaluation. So, a Student Outcomes (SOs) assessment plan has to be set to primarily confirm that the students are achieving the desired outcomes and to be used to improve the program and the student learning, based on real evidences. Since the accreditation process of engineering programs at Salman bin Abdulaziz University was initiated, most activities have focused on how to assess and evaluate the student outcomes (SOs) in order to ensure that the students will be equipped with the skills and attitudes by the time of graduation. Such assessment process depends strongly on how well faculty understand it and appreciate the extent to which their full involvement in it is crucial. Based on the discussions and surveys analysis conducted at the college level, the main problem met by the faculty was how to identify SOs addressed by each course and how to assess and evaluate them. In this paper we will describe the steps taken by the electrical engineering department at course and program levels to raise the level of achievement of the student outcomes. This paper presents a common spreadsheet developed by the department that provides effective guidance to faculty on the formulation of the assessment and evaluation of the student outcomes achievement and shows how the requirement of the ABET continuous improvement engineering criterion was addressed. |
