Abstract

The rubrics-based assessment, that directly determines the extent to which student or program outcomes have been attained, is associated with increased consistency of scoring, especially when multiple instructors are teaching the same course. On the other hand, assessment based on course learning outcomes has the advantage that in addition to providing an overall evaluation of the attainment of student or program outcomes through a mapping process, it also provides the instructors feedback on how well the course learning outcomes have been achieved and what improvements need to be made at the course level. For the electrical engineering program at Ajman University of Science & Technology (AUST), a combination of both assessment strategies has been adopted in order to obtain greater insight in the strengths and weaknesses of the program for its continuous improvement. Also, evaluation software was developed to systematically analyze the data obtained from two different strategies, as explained in this paper.

Published in: London International Conference on Education (LICE-2016)

  • Date of Conference: 14-17 November 2016
  • DOI: 10.2053/LICE.2016.0011
  • ISBN: 978-1-908320-76-6
  • Conference Location: Heathrow Windsor Marriott Hotel, UK