Using Direct Assessment to Resolve TAC/ABET Criterion 3 Program Outcomes

The focus of the assessment process was on developing and administering reliable and valid direct methods to assess student outcomes. The direct methods of assessment, based on the list of direct measures recognized at the 2008 TAC Commission Summit, developed by the Computer Engineering Technology (CET) faculty included tests, constructed with a test blueprint, and performance appraisals with scoring rubrics. These direct assessment measures provided evidence of student learning which subsequently guides faculty in identifying its program weaknesses. Furthermore, CET faculty found the interpretation of the data much easier with these measures of assessment. The assessment process developed for the program not only included the traditional summative approach, but also included formative assessment within the overall Continuous Quality Improvement (CQI) model. The inclusion of formative assessment within the overall CQI model provides an opportunity for early intervention for program-level attrition. Specifically, this paper provides information regarding assessment planning, the assessment process, the development of assessment instruments, and the challenges encountered by the department and should provide information that will benefit other engineering and engineering technology programs seeking accreditation or re-accreditation.