Abstract
Accreditation criteria of Information Technology programs require effective learning outcomes assessment and evaluation with rigorous processes, well documented results, broad faculty participation, and complete coverage of the assessment and evaluation cycle. This paper describes a model that theCollegeofInformation Technologyat Ajman University of Science and Technology uses to implement a complete outcome-based assessment and evaluation plan of its programs. The plan contains detailed accounts of procedures and tools used to measure the achievements of program learning outcomes. Information which is gathered from exam results, faculty, students, alumni, internship, and employers are used to measure the level of achievement of each learning outcome from a different perspective. A final decision is made with respect to each learning outcome. This decision is based on combining the results of the various relevant measurement tools for that outcome. The assessment model described in this paper was used for the successful accreditation of all programs offered by thecollegeofInformation Technologyand adopted by other colleges at the University.
Highlights
Academic programs assessment and evaluation is becoming an important process in providing improved education to students through modified curriculum and instruction
This paper describes a model that the College of Information Technology at Ajman University of Science and Technology uses to implement a complete outcome-based assessment, and evaluation process for the accreditation of its programs
The procedures and tools described were capable of showing the degree to which each program learning outcome has been achieved
Summary
Academic programs assessment and evaluation is becoming an important process in providing improved education to students through modified curriculum and instruction. The second form contains a set of questions that evaluate the performance of the academic advisor again from a student’s point of view. These evaluations which are useful in identifying persistent problems in some courses or with instructors aretaken into account in the annual evaluation of faculty members. A similar approach was used by other colleges at AUST and will be used for the upcoming re-accreditation of the IT programs It is based on a strong course committee structure, and a detailed mapping of program learning outcomes to course learning outcomes. A new Information Technology Program was accredited recently by CAA based on the assessment model described in this work
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