• Journal of the Korean Society of Manufacturing Process Engineers
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• v.7 no.4
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• pp.82-95
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• 2008

As society has changed to being more knowledge-based, it is necessary that change of paradigm is incorporated into engineering education and the education goals and the assessment method of educational outcomes is developed to promptly meet the needs of the times. A purpose of this study is to measure learning outcomes in coursework of engineering college every semester, which ultimately provides to validate program outcomes. We looked into teaching-learning style of course in the engineering college and analyzed its grade method and tool. By use of a survey, we derived a reasonable method to measure for the learning outcomes in course and presented tools for course-embedded assessment to measure that learning outcomes had been tied to their objectives. These tools are effective to determine that program outcomes and education goals have been achieved, ultimately. In addition, it will help that instruction builds a loop system for better.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.25-31
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• 2011

These days, almost all of the embedded systems have microprocessors or micro-controllers in them as their brains. So microprocessor related subjects become very important and most engineering departments have those kinds of subjects in their curriculums with practice hours. However, in most universities in Korea, the number of students in a class is more than 40 and only one teaching assistant is assigned to the class. So it is very hard job to find out an appropriate method to evaluate the students' achievements in their practice hours fairly. In this study, the author introduces some suggestions for the evaluation of the students' achievements in microprocessor practice courses. In addition to it, the author also introduces some guidelines for contents of microprocessor related subjects.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.143-151
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• 2010

This paper presents a case study on the assessment of program outcomes using the capstone design course based on 16-year management experience and improvements of the school of mechanical design and automation engineering in the seoul national university of science and technology. First, the program outcomes related with the capstone design course are introduced, and the assessment methods and items are described. Based on them, the assessment results in 2008 were obtained and a strategy to improve the results were built after analyzation. As for the strategy, we revealed the assessment items and good examples in an internet web site in advance. As a result, we were able to obtain about 3.3% improved assessment results in 2009. Finally, the validity, efficiency, internal stability, and sustainability of the assessment of the program outcomes using the capstone design course are addressed in terms of a notion of the course-embedded assessment.