Assessment Process

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Description of the assessment process

The assessment tools aim to measure the success of the Department at making students meet the outcomes or portions of them. Depending on the source of the information, the tools are divided into direct and indirect. The next table shows the tools used by the Department to assess Student Outcomes.

 

Assessment Tool Type

Assessment Process

Frequency

 

Direct

BME Assessment Tool

Annual

SaberPro Exam

Annual

Indirect

Course Surveys

Every semester

 

Direct assessment

Faculty members established where in the curriculum outcomes are going to be developed and evaluated during the annual faculty meeting. During this meeting, the faculty discuss course contents and share the SO assessment results. After comments, faculty have a perception of how the curriculum provides tools for students to achieve the SO and opportunities for improving coverage, development, assessment and evaluation.

The mapping of student outcomes to BME courses for 2016 is available here. In this table, the letters D and E indicate where the outcomes are Developed, Evaluated or both.

 

BME Assessment Tool

 

The BME Department has established an Assessment Tool presented as a rubric for every outcome. This rubric is used to collect information and evaluate SO in the curriculum courses declared. 

In order to standardize and compare results, all courses evaluating the same outcome must use the same rubric and grade students based on the standard performance level description.

The process to define the performance levels per outcome was carried out by faculty members during the annual faculty meeting. Thus, faculty discussed the adequacy of the performance levels and the convenience of the rubric used.

Examples of data collection are available online for faculty members. It includes the original activity description where students were evaluated and the registry of 3 scanned results. Those examples are taken from exams, presentations, laboratory reports or other relevant activities carried out in the courses and that are appropriate to evaluate the SO attainment.

 

SaberPro Exam

 

To evaluate some specific outcomes, the Department analyzes the information from the Higher Education Quality Exam: Saber Pro. This test is implemented by the National Government and is declared as compulsory for institutions. At UA the exam is a requirement for graduation. Students are evaluated in five mandatory general competences and one specific competence defined by the Department of Biomedical Engineering.

The mandatory general competences evaluated are:

  • Citizen competencies: One section of 30 questions.
  • Critical reading: One section of 30 questions
  • Quantitative reasoning: One section of 30 questions
  • Written communication: One essay
  • English: One section of 35 questions
  • The specific competence to be evaluated can be chosen from 42 options for year 2016).

The BME Department chose for 2016 the module called “Projects Formulation in Engineering” taking into account this category evaluates the following components:

  • Projects identification and characterization in a specific context
  • Engineering projects formulation
  • Recognition of social responsibility and ethics in an engineering project
  • In order to evaluate this specific competence, students must complete a section of 30 questions.

For ABET accreditation purposes, critical reading and english competences are not included as sources for direct assessment.

 

Indirect assessment
 

The School of Engineering has performed end-of-semester course surveys to evaluate the student´s perception about the SO attainment, the course and teacher performance. The surveys are mandatory for all students.

Students answer 16 questions related to their perception of the SO attainment. Some SO takes into account various questions and for those, a global outcome grade is calculated by taking the mean.

The scale used to measure the accomplishment of the SO either in the Surveys or in the Rubrics is the following: 1 – Low, 2 – Medium-Low, 3 – Medium-High, 4 – High.

These results are evaluated and analyzed at the end-of-semester meeting. The course survey format is presented in the Appendix F of complete ABET document.