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The Chemical Engineering Department at Brigham Young University (BYU) has partnered with BYU’s Institutional Assessment and Analysis unit to implement a number of assessment tools. These tools involve both direct and indirect evidence measures to assess university, program, and course level objectives and student competencies. Direct measurement tools include a mandatory-pass senior competency exam, instructor end-of-course proficiency evaluations, composite assessment of communication skills across several courses, and the California Critical Thinking Skills Test. Indirect tools include student end-of-course proficiency surveys, in-course minute paper surveys, the National Survey of Student Engagement, and university-conducted surveys of seniors, alumni, and employers. This paper discusses a suite of direct and indirect assessment tools and their use to facilitate a comprehensive evaluation of student learning and of the learning environment necessary for a continuously improving educational process.

The Use Of Direct And Indirect Evidence To Assess University, Program, And Course Level Objectives And Student Competencies In Chemical Engineering