• Journal of Engineering Education Research
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• v.10 no.1
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• pp.34-59
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• 2007

The purpose of this study was to analyse the correlation between students' perceptions on the achievement of program outcomes and grades. The subjects of this study were 4 programs at two engineering universities in Seoul. As a result, there is no significant correlation between students' self-assessment of the achievement of program outcomes and grades. Therefore, engineering colleges have to improve the way of assessing the students' achievement of program outcomes.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.29-42
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• 2007

The 'Program outcomes and assessment' is an important criterion evaluating of engineering education in accreditation of engineering education. ABEEK prescribes program outcomes which are the basic capabilities in the application of the fundamental knowledge and practical tools of the engineering field. Also ABEEK asks to prove that all programs are constructed a proper educational curriculum and are satisfied program outcomes and CQI. Therefore program outcomes must satisfy both two key points. First, as a quality control aspect, engineering programs must prove that graduates of accredited programs can perform twelve capabilities. Second, as a continuous quality improvement aspect, accredited programs have to upgrade a level of engineering educational quality. Consequently the purpose of study is to introduce a new model for CQI and QC systems, implementing strategies as an actualizing of program outcomes.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.62-66
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• 2006

Although it has taken some time to apply the accreditation system in Korea, most programs have a very difficult time in assessing program outcomes, one of the most important standards in accreditation. The major purpose of this work is to suggest a method, so called course embedded assessment, by which to assess a course that includes several program outcomes. The course was evaluated based on student performance on each exam taken in the course as well as a report submitted by the students. The course embedded assessment provides not only an effective tool by which to assess course-set program outcomes, but also allow the instructor to follow up and/or modify the course material to be offered in next semester.

• Journal of Engineering Education Research
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• v.10 no.2
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• pp.73-86
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• 2007

The purpose of this study is to suggest directions to improve engineering education and the assessment system of our country. For this object, the present situation of engineering education and assessment system in Korea have been reviewed and next, for those of study, the research papers and publications about the environment of college education are analyzed. Finally, an improved assessment system is suggested. It has already passed out for 6 years since execute the accreditation for engineering education in our country now, but essential point for step in accreditation for engineering education is how the evaluator can make the outcomes of studying. This is not a new terminology that is deformed according to special quality of college of engineering which prefer out-come based of study than process based of study to mean accomplishment in engineering education. The evaluation that estimate program is a skill, but an assessment method is not the meaning of individual student accomplishment also, it is the measure of validity estimation that should be estimate ability of students who complete program by proper authority. However, a new evaluation strategy that assess student outcome by person who consider the objectivity and validity, reliability should be develop for decision making of ABEEK. It is an original, private discussion for assessment strategy about the method for student learning outcomes assessment.

• Journal of Engineering Education Research
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• v.10 no.1
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• pp.97-108
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• 2007

Undergraduate thesis contains overall results that students has acquired to express their ability during four university years. Undergraduate thesis includes an ability to apply knowledge of engineering, communicate engineering logic and thinking effectively, and use the techniques, skills for engineering practice. In terms of an assessment tool for program outcomes, undergraduate thesis provides the results of the student with authentic, reflective, interactive and individuals features. Also undergraduate thesis provides an opportunity of improvement about curriculum and engineering program. To apply the excellency of undergraduate thesis, the principle of undergraduate thesis should be understood well and reflected the real state of engineering education. The basic concept of undergraduate thesis as a assessment tool of engineering program outcomes has been introduced. The rubrics for measuring of a specific outcome was also suggested.

• Journal of Engineering Education Research
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• v.18 no.5
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• pp.51-58
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• 2015

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.

• Journal of Engineering Education Research
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• v.8 no.4
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• pp.64-71
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• 2005

Portfolio contains works that a learner has selected and collected to show growth and change for a limited time period. In terms of an assessment tool, portfolio provides the results of the student with authentic, reflective, interactive and individuals features. Also portfolio provides an opportunity of improvement about curriculum and engineering program. To apply the excellency of portfolio, the principle of portfolio should be understood well and reflected the real state of engineering education. The basic concept of portfolio as a assessment tool of engineering program outcomes was introduced. The example of a portfolio has been also suggested in the form of interactive e-based model. The model has been developed that the assessment for program outcomes was rather done from a student standpoint.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.87-92
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• 2010

It is strongly desirable to continuously study the program outcomes that are one of the requirements of engineering accreditation. In this paper, the results of program outcome evaluation obtained by using four tools - exit written exams, essay tests, capstone design, and an official English test - were compared to those of program outcome evaluation obtained by a course-embedded assessment method. The former evaluation was carried out for 15 students who graduated in February 2010 by using the four evaluation tools, while the latter was performed by using a course offered in the Spring and Fall semesters in 2009. Two evaluation results revealed no large difference in almost all 12 program outcomes, which indicates that course-embedded assessment would be one of the practical and effective program outcome evaluation tools.

• Journal of Engineering Education Research
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• v.16 no.4
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• pp.21-29
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• 2013

Accreditation of engineering education as initiated by Accreditation Board for Engineering Education of Korea (ABEEK) centers around three key issues: program outcomes, assessment/evaluation thereof, and continuous quality improvement (CQI). Most engineering departments, however, are neither adequately familiar with nor well prepared for the issues, especially CQI. The CQI in almost all departments seems to be overly confined in individual courses and the final capstone design courses for seniors; there is no evidence that CQI is not limited to the course level but flows through all courses in the curriculum. This paper presents a sound and viable framework for CQI implementation in which course-level CQI is integrated into the department/program-level CQI.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.410-418
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• 2021

In a program that runs an engineering education certification, program outcomes refer to the knowledge, skills, and attitudes a student must have until graduation. In general, capstone design is used as a tool for evaluating program outcomes. This paper applies the intraclass correlation coefficient (ICC) to measure the raters' reliability in assessing program outcomes. Several raters evaluate program outcomes, and the result is used to obtain the raters' ICC. ICC measures the reliability of ratings or measurements for clusters - data that has been collected as groups or sorted into groups. If the ICC is close to 1, it means that the reliability among the raters is high. We evaluated the proposed method's usefulness through case analysis. As a method for assessing an evaluation tool's objectivity, multiple raters measure the same evaluation tool. As a result, we measured the ICC values for all POs, and analyzed the cause for the low measured POs. We applied this method to evaluate program outcomes of the Department of Computer Engineering in the past two years. As a result, we derived guidelines for improvement and program outcomes.