King Abdullah II School of Engineering

Templates

C.A.P.

Course Assessment Program (CAP) was deeply studied for a maximum 30 students of each course. It measures the level of success in achieving course learning outcomes and consequently student outcomes.

The input information for the CAP program includes the following:

  • Instructor Name
  •  Course Code
  •  Course Title
  •  Credit Hours

Distribution of the total grade on the following assessment tools:

  • Homework Lab work
  •  Computer Lab
  •  Class Work
  •  Term Project
  •  Other Activities
  •  Quizzes Progress
  •  Exams Midterm
  •  Exam Final Exam

An entry key for each of the assistant tools listed above. Once an assessment key is clicked the CAP requests the faculty member to fill in the A2K+ Relevance for that particular tool.

A2K+ Relevance of the course (Course Assessment by Faculty-CAF) which is the expected student outcomes of the course. The faculty fills in a weighted rate for each student outcome (a - k) relevant to the course.

Percentage metrics to measure the level of success in achieving any of the Student Outcomes (a-k). The metrics, and the assigned success limits, are given as follows:

  • % of students required to pass
  •  % grade required from passing the students
  •  Accepted variation from set target

The output result for the CAP program includes several reports. These reports compare three results:

  • CAF: the preset target weighted grades of the (a - k) student outcomes of the course.
  •  Tool: the actual weighted grades achieved by the assessment tools used by the instructor.
  •  Score: the actual weighted grades achieved by the students.

The reports include the following comments and recommendations to help the faculty member in evaluating the course terms of intended Student Outcomes (a - k):

  • OK – Acceptable performance
  •  Warn – Check the appropriateness of the Tools and the delivered material.
  •  N/A: The criterion was not in the specified Tool.
C.A.S.

Course Assessment by Students (CAS) was carefully studied depending on the students evaluation of each course outcome according to five levels, where one was considered having the lowest score, and five having the highest score. By mapping each course outcomes with a-k ABET program outcomes, and according to the students assessments of each course, the average of each a-k criterion varied between one and five, where again, one was considered having the lowest score, and five is the highest.