Quality-Assurance Assessment of Learning Outcomes in Mathematics

Quality-Assurance Assessment of Learning Outcomes in Mathematics

Seifedine Kadry (American University of the Middle East, Eqaila, Kuwait)
DOI: 10.4018/IJQAETE.2015040104
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Abstract

Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.
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Learning Outcomes

ABET requires each program seeking accreditation to develop a clear set of student learning outcomes (referred as criterion 3), collect direct (involves looking at student performance by examining samples of student work) (www.santarosa.edu/slo/assets/Methods-of-Assessment.pdf) data through several courses and surveys, determine the degree to which the outcomes are achieved, and use the results of the evaluation to improve the program. The ABET web site has several documents related to assessment (Breidis, 2014).

Criterion 3 (Student Outcomes) of the ABET Criteria -for accrediting lists- is a set of characteristics that each program must have documented student outcomes that prepare graduates to accomplish the program educational objectives of the institution. As we mentioned, student outcomes describe the attributes, skills, and abilities that students able to do upon graduating from the program. Table 1 shows the eleven student outcomes define used by ABET (well known by “a” to “k”). Every core course in the curriculum includes set of course learning outcomes, the outcomes are linked to the student outcomes (i.e. “a” to “k”). Instructors are expected to measure those outcomes using direct and indirect assessment for the courses they have taught at the end of the semester:

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