Chunlei Liu
ABSTRACT
In this paper, we share our experience in using the Faculty Course Assessment Report (FCAR) process to assess our course and program learning outcomes in preparation for ABET accreditation. We show that the comprehensive and subjective approach in the original FCAR is time-consuming and produces inaccurate and inconsistent results. We describe a selective and objective method that calculates the assessment results quantitatively and a set of spreadsheets that automate the data collection and assessment. Although this method is designed for ABET accreditation of computer science programs, it can be used in accreditations and assessment for all disciplines.
- Computing Accreditation Commission, 2011, "Criteria for Accrediting Computing Programs, 2011-2012", http://www.abet.org.Google Scholar
- Estell J., 2004, "Faculty Course Assessment Report (FCAR) Instructions," Best Assessment Processes VI, Rose-Hulman Institute of Technology.Google Scholar
- Southern Polytechnic State University: SWE Accreditation Preparation Website, http://swe.spsu.edu/ABET/, accessed on January 20, 2012.Google Scholar
- Thomas, B, 2005, "The Quest for Outcome Assessment: The Faculty Course Assessment Reports", 2005 ASEE Southeast Section Conference, University of Tennessee at Chattanooga, Chattanooga, Tennessee.Google Scholar
- Auburn University, 2004, Self Study Report for Computer Science Program.Google Scholar
- Estell J., 2006, "Streaming the Assessment Process with the Faculty Course Assessment Report", Proceedings of the Best Assessment Processes IX Symposium, Rose-Hulman Institute of Technology.Google Scholar
Index Terms
- Selective and objective assessment calculation and automation
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