Published in Australia

The USAAccreditation Board for Engineering and Technology (ABET) adopted recently a new set of criteria for evaluating engineering programmes. One of these (criterion 3) refers to programme outcomes and assessment. In this article, the author describes the design and implementation of a sustainable, systematic process for defining and assessing programme outcomes. This process involves analysing each outcome into elements, defining a set of attributes for each element, selecting outcome indicators and performance targets, and developing special rubrics for an accurate assessment of student skills. The author also describes a systematic way of addressing specific programme outcomes through course and curriculum design. Each outcome is assessed in a group of selected courses in an effort coordinated by several faculty members. Course changes are implemented as necessary to increase students ’ achievements in critical areas. The focus of this effort is to create a process that facilitates the continuous improvement of a programme