Open AccessStructured Assessment of Student Outcomes “a” and “e” in Mathematics and Science Courses for Engineering Students
Author(s) -
Seifedine Kadry,
Rabih Rougayel
Publication year - 2019
Publication title -
international journal of innovative technology and exploring engineering
Language(s) - English
Resource type - Journals
ISSN - 2278-3075
DOI - 10.35940/ijitee.h6746.078919
Subject(s) - graduation (instrument) , set (abstract data type) , outcome (game theory) , curriculum , mathematics education , medical education , quality (philosophy) , outcome based education , quality assurance , computer science , psychology , mathematics , engineering , pedagogy , medicine , operations management , philosophy , geometry , external quality assessment , mathematical economics , epistemology , programming language
Skills, performance, and ability attributes are known as student outcomes that are gained during graduation. In order to evaluate quality assurance of these outcomes, a set of specific and targeted curriculum and extra-curriculum activities must be used for precise as-assessment. Meeting the required outcomes, a set of desired courses have to be selected to insure that the desired outcome is highly satisfied. “Highly” covered can be identified using Bloom’s levels, number of covered hours, weight of its assessment and others. Student outcomes are directly linked to course goals that are identified using a set of measurable verbs. In this paper, we will be using two outcomes “a” and “e” to structurally assess both direct and indirect outcomes in mathematics and other scientific courses using a partial differential equation method by defining appropriate measurable course goals. The strategy to assess the outcome is also explained.