Specific, generic performance indicators and their rubrics for the comprehensive measurement of ABET student outcomes

Abstract

In this research, we present the essential principles of an authentic outcome based educational model related to the development of learning outcomes, performance indicators and their rubrics with a focus on measurement of specific skills related to Bloom's 3 learning domains and their learning levels for engineering specializations. An analysis of culminating ABET Engineering Accreditation Commission student outcomes is made with reference to Bloom's 3 learning domains and their learning levels. A hypothetical model is presented for this analysis. The correlation of ABET student outcomes, course learning outcomes and performance indicators is clearly outlined. The necessity of the use of performance indicators is highlighted especially in reference to the measurement of course learning outcomes, development of assessments, teaching and learning activities. The importance of scientific constructive alignment of learning outcomes, performance indicators, assessments, teaching and learning strategies is discussed. A novel hybrid rubric for accurate assessment and scoring of student performances is also presented. Actual examples of implementation of this theory to program, course and student level performance evaluations using state of the art web based digital technology are shown. In summary, the benefits of specific performance indicators over generic ones are explained in detail with respect to support of authentic OBE principles, scientific constructive alignment, accurate measurement of student performances in specific engineering learning activities, performance failure analysis and continuous quality improvement.