• Journal of Engineering Education Research
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• v.14 no.3
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• pp.38-44
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• 2011

The purpose of this study is to provide the information of decision making that can be used to improve curriculum of engineering education by surveying and analyzing that educational needs of ${\bigcirc}{\bigcirc}$ university' engineering students about program outcomes. The conclusions of this study are as follows. First, it was found that engineering students surveyed valued much of the necessity of PO2(analysis experiment), PO3(design capability), PO6(teamwork) among program outcomes. In addition, it was found that engineering students surveyed thought their ability was low in PO3(design capability), PO4(problem solving), PO10 (knowledge of current events). Second, it was found that the order of educational needs about program outcomes was PO3(design capability), PO2(analysis experiment), PO1(knowledge application), PO5(practical ability), PO4(problem solving) which suggested that engineering students surveyed had high educational needs for engineering program outcomes. On the other hand, it was found that engineering students surveyed showed lower awareness of PO7, PO10, PO11 which had characteristics of humanities. It is necessary that systematic establishment of course completion system in basic design, element design and comprehensive design by giving weight to design education that aims to strengthen design capability should be made in curriculum of engineering education. It was found that there was considerable difference in educational needs about program outcomes especially in PO1(analysis experiment), PO4(problem solving), PO5(practical ability), PO6(teamwork) according to grade, gender and specialty and therefore this should be considered in designing curriculum. It is judged that operation of flexible education program should be arranged if learning achievement through regular curriculum Is limited.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.30-39
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• 2021

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.108-118
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• 2012

The purpose of this study was to provide analytic rubrics for measuring teamwork(PO6), communication and presentation skills(PO7), and life-long learning(PO8) based on theoretical concepts of performance assessment and rubrics. Also, this study analyzed data about performance assessment and rubics from courses offered through college of engineering. Participants were 34 senior engineering students who took the course 'Technical writing and presentation'. In the second week of the course, students were given the pre-test instrument which was developed for measuring students' understanding of program outcomes for this study. After performing project activities using rubrics, students were encouraged to complete the post-test instrument and the reaction questionnaire during the ninth week. The data were analyzed by using SPSS 14.0 and Microsoft Excel. The research findings are as follows. First, to promote and evaluate program learning outcomes appropriately, performance assessment-based on rubircs should be implemented. Second, in the reaction questionnaire about the rubircs, students answered that using rubircs for performing the project was very useful for understanding the performance procedures and assessment criteria. Third, the mean of understanding of program outcomes of students in post-test was significantly increased than in the pre-test(p<.0001). From the findings, performance assessment and rubrics should be used as evaluation tools at course levels in terms of promoting program learning outcomes for engineering education.

• Journal of Engineering Education Research
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• v.16 no.3
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• pp.42-50
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• 2013

The main purpose of this study was to develop a program outcomes assessment tool using reflection journal. Reflection journal has recently come to gain more attention from school as an alternative assessment tool. Although numerous studies reconfirmed the educational importance and value of reflection journal as an assessment tool, research on the assessment tool of the engineering accreditation, based on education view is scarce. After literature reviews about the case studies on the program outcomes assessment, this study, to analyse the current assessment tools, and then, examined the educational implications of reflection journal as a program outcomes assessment tool. This study suggested the assessment tool using reflection journal for PO6 (teamwork) and PO11 (engineering ethics), one of the most important assessment items in engineering accreditation. In this study, we used the performance criteria, assessment criteria, rubric, and closed the loop to measure the teamwork and engineering ethics. The result of this study is significant in terms of guiding the future evaluation system development for program outcomes.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.410-418
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• 2021

In a program that runs an engineering education certification, program outcomes refer to the knowledge, skills, and attitudes a student must have until graduation. In general, capstone design is used as a tool for evaluating program outcomes. This paper applies the intraclass correlation coefficient (ICC) to measure the raters' reliability in assessing program outcomes. Several raters evaluate program outcomes, and the result is used to obtain the raters' ICC. ICC measures the reliability of ratings or measurements for clusters - data that has been collected as groups or sorted into groups. If the ICC is close to 1, it means that the reliability among the raters is high. We evaluated the proposed method's usefulness through case analysis. As a method for assessing an evaluation tool's objectivity, multiple raters measure the same evaluation tool. As a result, we measured the ICC values for all POs, and analyzed the cause for the low measured POs. We applied this method to evaluate program outcomes of the Department of Computer Engineering in the past two years. As a result, we derived guidelines for improvement and program outcomes.

• Journal of Engineering Education Research
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• v.16 no.6
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• pp.65-77
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• 2013

The purpose of this paper are to evaluate the program outcome(PO) for mechanical engineering program at Chosun University, In order to achieve the objectives of this study, we analyze the evaluation system on measuring and analyzed methods of PO. We expect that the evaluation system of PO will help program members to efficiently manage the engineering program accreditation evaluations. This paper were to improve PO evaluation system throughout assessment tools, measurements and analysis of PO between current students and faculty. This study would be confined measurements, analysis and improvement of PO for current students, and faculty in this program.

• Korean Journal of Adult Nursing
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• v.26 no.6
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• pp.653-667
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• 2014

Purpose: This study was aimed to develop frequently-used clinical scenarios and scoring rubrics to assess core basic nursing skills in adult health nursing clinical practice for clinical evaluation based on program learning outcomes (PO). Methods: This study was a methodological research combining focus group interviews and questionnaires to select and construct scenarios. Data were collected from clinical practitioners, adult health nursing professors, and new nurses from November, 2013 to April, 2014. The developed scenarios and rubrics were applied to nursing students by way of showing an example. Results: The 12 frequently-used clinical scenarios were developed. The proportion of the evaluation rubrics were 30% for clinical instructors where as 70% for college instructors. In order for students to achieve the important learning outcomes from the courses for clinical practice, four program outcomes (POs) were selected as well as a rubric for each POs was developed. Students who had situation-based clinical practices showed higher levels of satisfaction on mastery of core basic nursing skills and communication skills. Conclusion: This findings of the study suggested the strategies for complementing pitfalls in clinical setting and achieving PO during students' clinical practicum.

• Journal of Industrial Convergence
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• v.17 no.1
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• pp.17-24
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• 2019

The purpose of this study is to confirm the effects of the contents of the recording lectures through the automatic recording system of the nursing students on the program outcomes of the pediatric nursing. The study was designed using a nonequivalent control group pretest-posttest design. the subject of this study consisted of 104 nursing students(the experimental group of 52 and the control group of 52). Data were analyzed by ${\chi}^2$ test and independent t-test using SPSS 22.0. The effect of the first program outcome(PO1. We can integrate nursing skills based on various the liberal arts and the major knowledge into practice) of the experimental group was not confirmed, but the fifth program outcome(PO5. We can apply critical thinking based nursing processes and implement clinical inferences) was significantly higher than that of the control group. It is significant that this study presented the data to develop the class design method to improve the program outcomes of the nursing student at the present time which is operating the program outcomes based curriculum for nurse with core competency.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.47-58
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• 2020

Kunsan National University obtained accreditation for its Architecture & Building Engineering Program from the Accreditation Board for Engineering Education in Korea (ABEEK) in 2004 and has offered an ABEEK-accredited degree pathway ever since. Then, in 2018, the university introduced the course-embedded outcomes assessment system as per ABEEK's KEC2015 accreditation criteria. One year into its implementation, the new system allows the measurement and assessment of 10 program outcomes covering 19 curricular modules and 1 non-curricular licensing examination. The system incorporates the four areas of specialization within architectural engineering as well as the three course categories of the math, science, and computer; liberal arts; and engineering core modules under the accreditation scheme. It also takes the students' academic years into account, especially for the mandatory modules offered to all students. Its rubric clarifies the performance criteria, performance level, assessment tools, objectives, and modules. The 2018 course-embedded outcomes assessment system is an ever-evolving structure with regular CQI: Continuous Quality Improvements along the circular process of system establishment → implementation → evaluation as per the virtuous cycle model required for an accredited engineering program.

• Journal of Engineering Education Research
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• v.14 no.6
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• pp.41-47
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• 2011

Professional communication skills in writing and speaking with multiple and complex audiences are required to engineers in society of modern technology. In this paper, we proposed the effective assessment system for the Program Outcomes on the communication skill competence(PO7), which is one of the 12 program outcomes stipulated by ABEEK (Accreditation Board for Engineering Education of Korea). To ensure logical connectivity of the assessment system, we carefully selected the performance criteria by defining the core concept of "written communication" and "verbal communication". Based on the selected performance criteria, the whole process of creating assessment tools and rubrics was explained in detail. It can be expected that the assessment for the Program Outcomes on the communication skill competence would be more systematic by using the proposed assessment system.