In this paper each of the eleven EC 2000 “a-k” program outcomes are investigated in terms of Bloom’s three domains of learning. It is found that most of the published work in engineering assessment is focused on outcomes related to the cognitive domain. Some difficulties in assessing the outcomes involving the professional skills, which tend to fall in the affective domain, are addressed. Since some outcomes fall in a single domain and others encompass multiple domains, there is a need to use different, and possibly multiple, types of assessment techniques for each outcome. Specific methods for developing assessable performance criteria for these outcomes are described. The result is a clearer picture of assessment needs and methods related to each outcome, and an understanding of remaining work in this area.
Development Of Performance Criteria For Assessing Program Outcomes In Engineering, Engineering Technology & Computer Science Programs
