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With the advent of ABET 2000, self-assessment of engineering programs has become important. To this end, it is essential to define the assessment methods and metrics against which a program will be judged. Various assessment tools exist, ranging from standardized tests to performancebased assessment to more subjective instruments, such as student surveys of their learning and/or knowledge. No assessment tool is ideal. For example, standardized exams have been criticized due to concerns of reduced instructor autonomy and alteration of curriculum goals (teaching to the test); in addition, the results of standardized tests may be influenced by student motivation. On the other hand, student self-evaluations of learning and/or knowledge are subjective. It has been argued by several researchers that combining different types of assessment tools results in a more successful assessment.

Program Improvements Resulting From Completion Of One Abet 2000 Assessment Cycle