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Title:
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ABET-DRIVEN GRADING AND STATISTICAL ONLINE
TOOLS FOR COURSE OUTCOMES ASSESSMENT |
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Author(s):
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Haydar Moussalem, Amin Haj-Ali, Hiba Alawieh, Mohamad Merhi, Mohamad Hajj-Hassan, Houssein Hajj-Hassan and Bassam Hussein |
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ISBN:
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978-989-8533-85-2 |
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Editors:
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Piet Kommers, Pascal Ravesteijn, Guido Ongena and Pedro Isaías |
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Year:
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2019 |
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Edition:
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Single |
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Keywords:
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Course assessment, Course Outcomes, ABET, Student Learning, Continuous Improvement, Best Educational Practices |
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Type:
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Full Paper |
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First Page:
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261 |
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Last Page:
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266 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Working towards ABET accreditation; it is indispensable to conduct course assessment to improve student learning,
performance, and the educational process. Assessment determines whether or not the goals of teaching and learning are
being met and triggers needed corrective measures. It provides indicators to instructors and course coordinators to assess
the attainment of course outcomes (COs) and consequently the overall program outcomes in order to adapt the teaching
methodologies and techniques to address any anomalies. In this paper, we report the integration of the course assessment
process into the university management system (UMS). Two tools are presented, the course grading tool for individual
class sections and the coordinator statistical tool for all offered class sections. The course class section grading tool is
used by the instructor to assess the students performance on the designated course activities and generate an assessment
report. The coordinator statistical tool is used to collect all offered course sections data and provides a report including
the course activities statistics. The coordinator uses this report to analyze the results, synthesize the instructor
recommendations, and propose corrective actions to close the loop of continuous improvement. Both tools are
interrelated and represent an opportunity for instructors and course coordinators to assess their students and consequently
make significant and positive changes to teaching and learning based on best practices in higher education. As a case
study, data from 31 sections of a basic Electric Circuits course were collected for a detailed statistical analysis. |
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