• Journal of Engineering Education Research
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• v.14 no.6
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• pp.41-47
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• 2011

Professional communication skills in writing and speaking with multiple and complex audiences are required to engineers in society of modern technology. In this paper, we proposed the effective assessment system for the Program Outcomes on the communication skill competence(PO7), which is one of the 12 program outcomes stipulated by ABEEK (Accreditation Board for Engineering Education of Korea). To ensure logical connectivity of the assessment system, we carefully selected the performance criteria by defining the core concept of "written communication" and "verbal communication". Based on the selected performance criteria, the whole process of creating assessment tools and rubrics was explained in detail. It can be expected that the assessment for the Program Outcomes on the communication skill competence would be more systematic by using the proposed assessment system.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.26 no.3
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• pp.777-785
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• 2016

Engineering education accreditation addresses evaluation for program outcomes according to educational objectives and assessment process, which students are expected to obtain by the time of graduation in order to train international competitive engineers with continuous quality improvement in engineering programs. This paper shows a case study of a program outcomes assessment system including performance criteria, evaluation process, document system and continuous quality improvement process and an achievement evaluation by the assessment system for program outcomes in Information Security Program of Hoseo university.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.67-75
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• 2019

The purpose of this study is to improve the effectiveness of Course Embedded Assessment(CEA) program through the development and application of the Program Outcomes Assessment System. This is a methodological study which is developing the Program Outcomes Assessment System based on Web-based CEA and applying it to assess the achievements of students by professors teaching them The Web-based CEA system has been developed by implementing a software development life cycle. First, a demanded survey was conducted for the system development, and the results were applied for developing the Web-based CEA. The CEA was used for assessing the achievement of students by professors charging them. Finally, another survey was performed to evaluate the effectiveness of the CEA in professors who experimented it. By implementing the Program Outcomes Assessment System, it is possible to monitor the achievement of the program outcomes and CQI of individual students at the time of graduation. Also It makes it possible to check the unaccomplished achievements of students, analyze the causes regarding uncompleted works, and find ways to enhance students to improve their ability.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.40-50
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• 2020

This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.30-39
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• 2021

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.18-33
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• 2010

This paper describes two capstone senior design courses for the Mechanical Engineering program at University of the Pacific. The first course taught in the Fall semester is entitled "Engineering Design/Senior Project I." The second course taught in the Spring semester is entitled "Engineering Design/Senior Project II." All Mechanical Engineering students with senior standing are required to take these two classes in this sequence. At the end of every Spring semester, industrial advisors are invited to assess the final senior projects during an annual Senior Project Day. This assessment is performed using the Program Outcomes and Program Educational Objectives established for Pacific's Mechanical Engineering program. Since all Mechanical Engineering students are required to complete senior projects, this is a 100% evaluation process. After the evaluations are done, the data sets are compiled and reviewed by the faculty for assessment purposes. It is important to note that the industrial advisors perform the evaluations, but the faculty members assess the information to determine if modifications need to be made to the program or courses. In addition to the senior project evaluations, general feedback from Mechanical Engineering Industrial Advisory Committee (MEIAC) members is also useful for the outcomes-based assessment process in addition to the definition and evaluation of Program Outcomes and Program Educational Objectives.

• Journal of Internet Computing and Services
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• v.17 no.1
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• pp.73-81
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• 2016

This paper deals with the practical experience and lessons to develop a method of course-embedded assessment for program outcomes in Computer Science & Information Engineering. In engineering education, ABEEK(Accreditation Board for Engineering Education of Korea) has been nominated as an official accreditation from Korean government under some conditions of fulfillment. One of the conditions is enforcement of course-embedded assessment for program outcomes. In this paper, a method of course-embedded assessment in Computer Science & Information Engineering is suggested. The case study was done in a basic project course which includes the special assessment methods in project courses. The case study of course-embedded assessment in a basic project course was given with consideration for each step, that is, set up of program outcomes which are highly related to the course, selection of assessment tools such as written examination and project-based assessment, set up of assessment criteria, implementation of course-embedded assessment, and analysis of results. The proposed method is expected to be a good example to construct the whole strategy for course-embedded assessment in Computer Science & Information Engineering.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.8-13
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• 2016

This paper is concerned with the development case of CEA(Course-Embedded Assessment) design tool for engineering education accreditation operations department for CEA system implemented. Each university or programs are already devoting efforts to build research and CEA system for CEA applied to. In order to effectively apply the CEA studies for each program it is required and particularly, the preferred way to build an operating system is considered a difficult situation of the course unit. Therefore, this case study and to propose a method and procedures required to assessment the design basis for curriculum and program assessment unit in terms of the applicability of CEA, proposes a virtual application results. The information proposed in this case study is determined that could be used in the design for the outcomes and assessment of a variety of programs as one of the steps to build the CEA systems.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.143-151
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• 2010

This paper presents a case study on the assessment of program outcomes using the capstone design course based on 16-year management experience and improvements of the school of mechanical design and automation engineering in the seoul national university of science and technology. First, the program outcomes related with the capstone design course are introduced, and the assessment methods and items are described. Based on them, the assessment results in 2008 were obtained and a strategy to improve the results were built after analyzation. As for the strategy, we revealed the assessment items and good examples in an internet web site in advance. As a result, we were able to obtain about 3.3% improved assessment results in 2009. Finally, the validity, efficiency, internal stability, and sustainability of the assessment of the program outcomes using the capstone design course are addressed in terms of a notion of the course-embedded assessment.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.215-226
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• 2015

Purpose: This study aimed to develop a self-assessment tool to evaluate program outcomes of nursing students in Korean nursing undergraduate education. Methods: The instrument development process consisted of literature review, focus group interviews, and item validation. A total of 117 items were analyzed through content validity testing. Data was gathered from 302 nursing students in Korea and analyzed using SPSS 21.0. Results: To construct validity, principal component analysis and Varimax rotation were used, and 12 factors, with a cumulative explanatory variance of 69.16%, were determined from 79 items. For internal consistency and reliability, Cronbach's ${\alpha}$ was .91. The half-split reliability results were .84 and .85, and the ROC curve showed an optimal cutpoint at 227. A five-point Likert scale was used for scoring. Conclusion: This instrument was found to have fair validity and reliability as a self-assessment tool for nursing student learning outcomes. Therefore, it can be used to evaluate program outcomes indirectly in nursing schools.