The Importance Of Program Assessment For The Education Process

Introduction

Program Assessment is one of the most important dimensions of the education process. It focuses not only on identifying how many of the education aims and goals have been achieved but also works as a feedback mechanism that should use to enhance their teaching practices. This has become a discipline that helps protect the institution from veering away from its mission and goals. The process of assessment includes a continuous planning, implementation, improvement cycle that is applied at each level of the organization. Our idea is to make a web-based system for Program Manager. The proposed web-based system will automate the whole process by collecting data from online available sources for assessment and generating the reports by the end of each semester. This system will save the time of Program Manager overdoing it manually. However, this system will keep history and record of the past course objectives related data across different course offerings.

Background

Information at single click is an essential need of 21st century. The globalized world provides you the space and intact you in a manner where you can access to every corner to it with the help of newly invented technology. Upon availability of this blessing, if one needs to go gather information about university admission, for example, invest his time and money then this act would deny the blessings of modernized world. Smart phones make it possible to access everywhere no matter where you are at this time with less time and cost and easy to carry the whole information at one key. To understand the existing use of this means of knowledge we confine our review of the paper to android web portal usage at university level.

Program Outcomes Assessment Using Key Performance Indicators

Alzubaidi (2017) explained type of assessment that is used to measure the outcomes of student and course learning. For this purpose they developed an app namely Student Learning Outcomes and the Course Learning Outcomes. It is easy and convenient way for the evaluation of student by auto generated system. He used performance key indicator to quantify student evaluation as student performance cannot be directly measureable. The combination approach includes Threshold, Average, and Performance Vector used to assess the achievement of the course outcomes. And the Key Performance Indicators used to measure the achievement of the Student Outcomes. In this paper an assessment approach has been presented for direct measurement of how well students achieve the course outcomes and the student Outcomes. The main contribution of the paper is in proposing a methodology for providing a quantitative measurement of the level to which each course learning outcome has been achieved.

A Web-Based Course Assessment Tool with Direct Mapping to Student Outcomes

Ibrahim et al. (2015) developed the model for academic improvement by assessing curriculum outcomes. They introduced the process of course assessment supported by web based interface. To close the assessment loop, the Web interface provides also a mechanism to follow up on the implementation of remedial recommendations and analyzes their associated reflective actions during the subsequent course assessment cycle. A guide to map assessment instruments to the course and overall program outcomes is advocated by the proposed tool to propagate the course assessment results towards higher educational objectives (e.g., student outcomes) in a dashboard-like assessment interface.

This approach streamlines improvements in education through reflecting the achievement of course outcomes on the achievement of higher educational objectives. In addition, the tool maps the course outcomes to the corresponding course outlines to facilitate the detection of areas where revisions in the instruction and content is needed, and to best respond to recommendations and remedial actions. They provided a methodical approach as well as a Web-based automation of the assessment process, which evaluated in the context of regular academic assessment cycles that have eventually led to a successful international accreditation experience.

An Improved Database System for Program Assessment

Haga et al. (2011) presented a database management system for tracking course assessment data and reporting related outcomes for program assessment. It improves on a database system previously presented by the authors and in use for two years. The database system presented is specific to assessment for ABET (Accreditation Board for Engineering and Technology) accreditation effort of a CIS (Computer Information Systems) department, but could be easily adapted to any program assessment. The detailed the relevance of tracking course assessment data and its role in reporting the outcomes for assessment. Issues of consistency, efficiency, flexibility, and reusability are discussed and sample data and reports are presented.

Problem Statement

In our research, we found many assessment methods but some of them are manual and it takes a lot of time to generate reports even it’s a huge amount of data which is difficult to store also a high chances of errors and mistakes. Although some automated systems also exist but still have limitations like no mechanism to maintain the assessment records, no unification of assessment tools at the course level.

Project Scope and Significance

The following features are planned to be implemented in our proposed solution:

• Assessment info
• Program information
• Program assessment
• PLO VS CLO Monitoring
• Two option on login (Pm and Faculty)

Aim and Objectives

The project aimed is to provide an automated system for assessment of Semester that help Program manager to save time and resources which could be utilized for other important tasks. Program Manager will feel more facilitated when they will use this web-based so that they will be satisfied.

References:

1. N. S. Shinde, A. Abhijith, N. S. Shinde, P. D. Tupe, and M. T. Dhande, “Program Outcomes Assessment Using Key Performance Indicators” Journal of Science Technology Management and Rese, vol 1, no. 2, 2018.
2. W. Ibrahim, Y. Atif, K. Shuaib and D. Sampson, “A Web-Based Course Assessment Tool with Direct Mapping to Student Outcomes, “Journal of Education Technology & Society, vol. 18, no. 2, pp.46-59, 2015.