Learning Outcomes, KPIs and Rubrics Dr. Abdel-Rahman Al-Qawasmi (Associate Professor – Electrical Engineering Department) Date: 10\3\2015 Time: 13:00-14:00.

Learning Outcomes, KPIs and Rubrics

Dr. Abdel-Rahman Al-Qawasmi(Associate Professor – Electrical Engineering Department)

Date: 10\3\2015Time: 13:00-14:00

Place: Seminar Room

ProgramStudent

Teaching (delivering

Knowledge and skills)

Advising

Curriculum

Study plan: Credit Hours,

Courses, prerequisites, co-requisite

Course description:

Program Specifications,

syllabus, Course specifications,

Infrastructure

Class rooms, Labs

Faculty Staff

Instructors

TA

Engineers

Technicians

Administration

HOD

Committees

Secretary

Learning Recourses

Library

Internet

Quality of the Program

Mission Goals Objectives Learning Outcomes KPIs

Benchmark Rubrics Course Report NCAAA Standards

ABET Standards

Institutional Standards

Teaching strategies

Assessment strategies

Evaluation process Annual Report

SSR Accreditation DevelopmentSelf Evaluation Report

Mission

Objectives and Goals

Learning Outcomes

KPIs

Recommendations

Annual program Report

Actions

Program Specifications

Teaching strategies

Assessment methods

KPIs

Rubrics

AnalysisRecommen

dations

Course Report

Actions

Course Specifications

Learning Outcome

Students Needs Employer Needs

Mission Statement

Learning Outcomes

ARE STATEMENTS OF WHAT THE STUDENT WILL KNOW AND BE ABLE TO DO OR DEMONSTRATE AS A RESULT OF THEIR LEARNING AND ARE PART OF A STUDENT-

CENTERED APPROACH.

Knowledge

Performance

Skills

Learning Outcomes

achievements

Output Results

Why we need LOs?LOs build evidence for accountability, accreditation, and for continuous improvement.

Know what Instructor is doing and why

Know what students are learning as a result

Make improvement changes based on results (research based improvements)

Criteria (KPI):Quantifiable performance measures used to define success and measure progress toward the

achievement of goals.

Assessment :Student assessment processes must be appropriate for the intended learning outcomes and

effectively and fairly administered with independent verification of standards achieved.

Teaching Strategy: Teaching must be of high quality with appropriate strategies used for different categories of

learning outcomes and student learning styles.

Learning Outcome:must be…. measurable and meaningful to be assessed accurately.

Learning Outcomeslearning outcomes Code Domain

NCAAA ABETThe broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

a1 (h) AKnowledge

Knowledge of contemporary issues. a2 (j)

An ability to design and conduct experiments, as well as to analyze and interpret data b1 (b) BCognitive Skills

An ability to design a system, component, or process to meet desired needs within realistic constraints

b2 (c)

An ability to identify, formulate, and solve engineering problems b3 (e)

The ability to analyze, design, and implement systems. b4 (EE1)

The ability to apply project management techniques to electrical systems. b5 (EE2)

An ability to function on multidisciplinary teams c1 (d) CInterpersonal Skills &

ResponsibilityAn understanding of professional and ethical responsibility c2 (f)

Recognition of the need for and an ability to engage in life-long learning. c3 (i)

An ability to apply knowledge of mathematics, science, and engineering d1 (a) D Communication, Information

Technology, NumericalAn ability to communicate effectively d2 (g)

An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

d3 (k)

The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical systems.

d4 (EE3)

e1 EPsychomotor

e2

LOs and Courses4.Communication,

InformationTechnology, Numerical

3.Interpersonal Skills &

Responsibility2.Cognitive Skills 1.Knowledge

NQF Learning

Domains

4.4 4.3 4.2 4.1 3.3 3.2 3.1 2.5 2.4 2.3 2.2 2.1 1.2 1.1 Course Offerings

X X I MATH 105 X X X X X X PHY 103 X X I MATH 106

X X P MATH 107

X X A MATH 204

X X STAT 201 X X MATH 254 X X X X X GE 407 X X X GE 408 X X I X EE 101 X X X X P X EE 111 X X X X X X X EE 205 X X EE 208 X X X X X EE 207 X X X X A EE 202 X X X X EE 206

I = Introduction P = Proficient A = Advanced

• Specific – clear and well-defined

• Measurable – show distance from attainment

• Agreed – shared by stakeholders

• Realistic – fit available time, money, etc

•Time-based – set a specific time-scale

KPIs should be SMART

KPIs of the Program Objectives

KPIs Major Strategies

The Electrical Engineering Program in Majmaah University prepares students to have strong foundation in mathematical, scientific and engineering sciences who are able to:1. Demonstrate technical competence in identifying, formulating, analysing and solving engineering problems.

Identifying, formulating, analyzing and solving engineering problems.

1. Surveys2. Consultation report

2. Demonstrate the professional skills necessary to lead their professional discipline and have the lifelong learning skills to adapt to rapidly changing technologies.

1. Demonstrate the professional skills.2. Adapt to rapidly changing technologies.

1. Surveys2. Consultation report

3. Pursue higher learning in the field of engineering and multidisciplinary areas to emerge as successful researchers, entrepreneurs, experts and educators.

1. Number of publications in peer reviewed national and international journals

2. Number of organized scientific and Research activities: workshops seminars, symposiums & conferences)

3. Number of subscription in periodicals and Journals.

Faculty self-report

4. Practice and inspire high ethical and professional standards.

1. Percentage of graduates from undergraduate program leaving their works due to professional issues

2. Employee satisfaction (out of 5)3. Number of students who came to senior

management positions

1. Surveys2. Consultation report

Learning Skills

Foundation Skills:

University Requirements

Fundamentals Skills:

Scientific Section

(Preparatory Year)

Core skills:College

requirements

Program skills: EE Courses

Assessment MethodsStudent Learning Outcomes (code)

Reports, discussions and presentations a1Exams and presentations a2Standardized exams, Oral exams, Micro projects b1Reports and presentations b2Standardized exams, Oral exams, Micro projects b3Standardized exams, Oral exams, Micro projects b4Behavior observation and reports b5Behavior observation and presentations c1Discussions c2Reports, discussions and presentations c3Standardized exams, Oral exams, Micro projects d1Reports, discussions and presentations d2Exams, quizzes and reports d3Standardized exams, Oral exams, Micro projects d4

Course Title: Fundamentals of Electrical Power SystemsCourse ID: EE 270Number of Students: 25Learning Outcomes: 2.1: An ability to design and conduct experiments, as well as to analyze and interpret data [Introduction] 3.2: An understanding of professional and ethical responsibility [Introduction]4.1: An ability to apply knowledge of mathematics, science, and engineering [Proficient] 4.4: The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical systems [Advanced]

Method of Assessment: Standardized exams, Oral exams, Micro projectsMicro project:Design and implement DC motor in …………:(10 marks) [10%]

LO: An ability to design and conduct experiments, as well as to analyze and interpret data KPIs : There are 9 KPIs. Selected only three KPIslaboratory safety procedures

experimental plan of data gatheringData documentation

Development and implementation of logical experimental proceduresSelection of appropriate equipment and instruments to perform the experimentOperation of instrumentation and process equipment

The analysis and interpretations of data using appropriate theoryAwareness of measurement errorsSeeking information for the experimentlaboratory safety procedures

Rubric

Satisfactory

Developing

Unsatisfactory

Formulates an experimental plan of data gathering to attain a stated objective

(develop correlation, test a model, ascertain

performance of equipment, etc.)

Develops a simplistic experimental plan of data

gathering, does not recognize entire scope of

study (e.g. not all parameters affecting the results are

investigated)

No systematic plan of data gathering; experimental data

collection is disorganized, even random, and

incomplete

experimental plan of data

gathering(2)

KPIs

Develops and implements logical experimental

procedures

Experimental procedures most often followed, but

occasional oversight leads to loss of experimental

efficiency and/or loss of data

Does not follow experimental procedure

Development and

implementation of logical

experimental procedures

(4)Analyzes and interprets data carefully using appropriate

theory; if required, translates theory into practice or applies to

process model(s)

Applies appropriate theory to data when prompted to

do so, but misinterprets physical significance of

theory or variable involved; makes errors in unit

conversions

Makes no attempt to relate data to theory

The analysis and

interpretations of data using appropriate

theory(7)

LO:An ability to design and conduct experiments, as well as to analyze and interpret data

Rubric( Result)  Satisfactory Developing Unsatisfactory

4 3 2 KPI2KPIs1 4 4 KPI4

1 2 6 KPI7

Assessment method:1- Evaluating the mini project Report contents2- Presentation 3- Discussion

Student’s Name KPI2 KPI4 KPI7

U D S U D S U D S1 X X X

2 X X X

3 X X X

4 X X X

5 X X X

6 X X X

7 X X X

8 X X X

9 X X X

Total 2 3 4 4 4 1 6 2 1

Results AnalysisStrength points:

1- The students average performance is good.

2- The plan of the experimental is well defined.

Weaknesses points:

1- There is an average problem in applying the procedure.

2- There is a problem in Identifying and collecting data in organizing way

Improvements methods:

1- Data collection methods and Statistical analysis should be give more attention

2- Including a statistical analysis and data collection method in the course description or in other low level course.

Course (Program) Improvement procedures

• Reading the CR of EE270• Regarding the results of measuring LO 2.1 and

proposed improvements methods, the UPC discussed this issue in the PUSC.

• The decision is leave the contents of EE 270 without changes.

• Asking the basic science department to concentrate on the collection data and statistical analysis method in math 107.