A technology-enabled assessment and attainment of desirable competencies |
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| Affiliation: | 1. Department of Mechanical Engineering, Annasaheb Dange College of Engineering and Technology (ADCET), Ashta, Sangli, Maharashtra, 416301, India;2. Department of Electrical Engineering, Annasaheb Dange College of Engineering and Technology (ADCET), Ashta, Sangli, Maharashtra, 416301, India;3. School of Mechanical Engineering, Vellore Institute of Technology (VIT) Vellore, Tiruvalam Rd, Katpadi, Tamilnadu, 632014, India;4. Sahyadri Valley College of Engineering & Technology (SVCET), Rajuri, (Near Alephata), Kalyan-Ahmednagar Highway, Pune, 412411, Maharashtra, India;1. College of Chemical and Material Engineering, Quzhou University, Quzhou, Zhejiang Province, 324000, PR China;2. Department of Statistics, University of Wisconsin, Twin City, WI, 53705, United States;1. School of Engineering & Applied Science, Aston University, Birmingham, B4 7ET, UK;2. School of Applied Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK;3. University of Wolverhampton, Wulfruna Street, Wolverhampton, WV1 1LY, UK;4. University of Greenwich, Central Avenue, Chatham Maritime, Kent, ME4 4TB, UK;5. Swansea University, Bay Campus, Fabian Way, Crymlyn Burrows, Swansea, SA1 8EN, UK;1. Department of Chemical Engineering, Institut Teknologi Indonesia, Jl. Raya Puspiptek Serpong, South Tangerang, Banten 15314, Indonesia;2. Department of Automotive Mechanical Engineering, Institut Teknologi Indonesia, Jl. Raya Puspiptek Serpong, South Tangerang, Banten 15314, Indonesia |
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| Abstract: | Engineering is an exciting field, offering exceptional career opportunities. Still, the success of an engineering graduate depends upon their knowledge, skills, and attitude. Accreditation agencies worldwide described these attributes as desirable competencies referred to as program outcomes (POs) by NBA, India. These POs are imparted during graduation and effectively implemented in the profession. Thus, continuous monitoring of each PO for an individual undergraduate during graduation becomes vital to initiate corrective action (if needed). This study proposes automation in the assessment process for POs. It has identified new assessment events and developed additional online assessment tools, feedback systems involving all stakeholders. To demonstrate the effect/impact of all these parameters, separate mathematical formulae are evolved to assess each PO. The authors claim that the developed system provides a more realistic attainment number due to comprehensive assessment and all-inclusive feedback instead of relying on sample data as in the conventional assessment process. It also helps in institutional accreditation. |
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| Keywords: | Outcomes Competencies Outcome-based assessment Assessment tools Pedagogy Accreditation |
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