TY - JOUR
T1 - Streamlining continuous improvement
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
AU - Hall, Thomas M.
AU - Danielson, Scott
AU - Cheung, April Chit
N1 - Publisher Copyright:
© American Society for Engineering Education 2020.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - This paper asserts that programs should shift emphasis from just assessment data collection and embrace a culture that uses assessment and evaluation to guide continuous improvement. Programs often spend time and effort collecting data to satisfy the requirements of ABET's harmonized Criterion 4, Continuous Improvement [1], but do not realize the benefits of doing this work. Unfortunately, many programs either collect more data than necessary or collect data that provide little insight on weak points of their students' learning as related to student outcomes. Other programs, for a variety of reasons, miss opportunities to improve student learning after assessing and evaluating the attainment of student outcomes. Thus, faculty and their programs often see the work of assessment for continuous improvement as useless labor done only to satisfy ABET criteria. This paper outlines an assessment and evaluation process minimizing extra work for faculty yet yielding actionable information for continuous improvement decisions and actions. A simple process for maximizing the value of assessment and evaluation of student outcomes as input for positive changes in student learning is described.
AB - This paper asserts that programs should shift emphasis from just assessment data collection and embrace a culture that uses assessment and evaluation to guide continuous improvement. Programs often spend time and effort collecting data to satisfy the requirements of ABET's harmonized Criterion 4, Continuous Improvement [1], but do not realize the benefits of doing this work. Unfortunately, many programs either collect more data than necessary or collect data that provide little insight on weak points of their students' learning as related to student outcomes. Other programs, for a variety of reasons, miss opportunities to improve student learning after assessing and evaluating the attainment of student outcomes. Thus, faculty and their programs often see the work of assessment for continuous improvement as useless labor done only to satisfy ABET criteria. This paper outlines an assessment and evaluation process minimizing extra work for faculty yet yielding actionable information for continuous improvement decisions and actions. A simple process for maximizing the value of assessment and evaluation of student outcomes as input for positive changes in student learning is described.
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M3 - Conference article
AN - SCOPUS:85095786060
SN - 2153-5965
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
M1 - 1255
Y2 - 22 June 2020 through 26 June 2020
ER -