Structured Assessment of Student Outcomes “a” and “e” in Mathematics and Science Courses for Engineering Students
Seifedine Kadry1, Rabih Roufayel2
1Seifedine Kadry, Department of mathematics and computer science, faculty of science, Beirut Arab University, Lebanon.
2Rabih Rougayel, Department of Molecular and Cellular Biology, University of Guelph, 50 Stone Road East, Guelph, On-tario, N1G 2W1, Canada.
Manuscript received on 30 June 2019 | Revised Manuscript received on 05 July 2019 | Manuscript published on 30 July 2019 | PP: 215-218 | Volume-8 Issue-9, July 2019 | Retrieval Number: H6746068819/19©BEIESP | DOI: 10.35940/ijitee.H6746.078919
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: 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.
Keywords: Accreditation, assessment, students’ outcomes, Bloom’s Taxonomy, computer science.
Scope of the Article: Social Sciences