A bottom-up outcome-based learning assessment process for accrediting computing programs
The push for a culture of evidence that guides improvement in higher-education has made outcome-based assessment a necessity. Furthermore, the recent move by ABET's CAC into more rigorous assessment has caused anxiety among faculty and administrators. Assessment leaders face various challenges...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | conferenceObject |
| منشور في: |
2013
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| الوصول للمادة أونلاين: | http://hdl.handle.net/10725/7660 http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php https://search.proquest.com/docview/1501439686?pq-origsite=gscholar |
| الوسوم: |
إضافة وسم
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| الملخص: | The push for a culture of evidence that guides improvement in higher-education has made outcome-based assessment a necessity. Furthermore, the recent move by ABET's CAC into more rigorous assessment has caused anxiety among faculty and administrators. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents a bottom-up outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes. The proposed approach has been implemented and used for the successful accreditation of a computer science program, and can be easily adapted to any higher education program. |
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