Transcript Key performance Indicators

Learning Outcomes, KPIs and
Rubrics
Dr. Abdel-Rahman Al-Qawasmi
(Associate Professor – Electrical Engineering Department)
Date: 10\3\2015
Time: 13:00-14:00
Place: Seminar Room
Program
Student
Teaching
(delivering
Knowledge and
skills)
Curriculum
Study plan:
Credit Hours,
Courses,
prerequisites,
co-requisite
Infrastructure
Class
rooms, Labs
Faculty
Staff
Administration
Instructors
TA
Committees
Enginee
rs
Secretary
Technicians
Advising
Course
description:
Program
Specifications,
syllabus, Course
specifications,
HOD
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
Self
Evaluation
Report
SSR
Accreditation
Development
Mission
Program
Specifications
Objectives
and Goals
Learning
Outcomes
Actions
Annual
program
Report
KPIs
Recomme
ndations
Learning
Outcome
Teaching
strategies
Assessmen
t methods
Course
Specifications
KPIs
Actions
Rubrics
Course
Report
Analysis
Recommen
dations
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)
Learning Outcome:
must be…. measurable and meaningful to be assessed accurately.
Teaching Strategy:
Teaching must be of high quality with appropriate strategies used for different categories of
learning outcomes and student learning styles.
Assessment :
Student assessment processes must be appropriate for the intended learning outcomes and
effectively and fairly administered with independent verification of standards achieved.
Criteria (KPI):
Quantifiable performance measures used to define success and measure progress toward the
achievement of goals.
Learning Outcomes
Domain
Code
A
Knowledge
B
Cognitive Skills
C
Interpersonal Skills &
Responsibility
D Communication,
Information
Technology, Numerical
E
Psychomotor
learning outcomes
ABET
(h)
NCAAA
a1
(j)
a2
Knowledge of contemporary issues.
(b)
b1
An ability to design and conduct experiments, as well as to analyze and interpret data
(c)
b2
An ability to design a system, component, or process to meet desired needs within
realistic constraints
(e)
b3
An ability to identify, formulate, and solve engineering problems
(EE1)
b4
The ability to analyze, design, and implement systems.
(EE2)
b5
The ability to apply project management techniques to electrical systems.
(d)
c1
An ability to function on multidisciplinary teams
(f)
c2
An understanding of professional and ethical responsibility
(i)
c3
Recognition of the need for and an ability to engage in life-long learning.
(a)
d1
An ability to apply knowledge of mathematics, science, and engineering
(g)
d2
An ability to communicate effectively
(k)
d3
An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
(EE3)
d4
The ability to utilize statistics/probability, transform methods, discrete mathematics, or
applied differential equations in support of electrical systems.
e1
e2
The broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context.
LOs and Courses
NQF Learning
Domains
Course
Offerings
MATH 105
PHY 103
MATH 106
1.Knowledge
1.1
I
X
2.Cognitive Skills
2.1 2.2
MATH 204
X
X
X
X
X
X
X
X
I
P
X
X
X
A
2.3 2.4 2.5 3.1
3.2
X
X
X
I
P
A
MATH 107
STAT 201
MATH 254
GE 407
GE 408
EE 101
EE 111
EE 205
EE 208
EE 207
EE 202
EE 206
1.2
3.Interpersonal
Skills &
Responsibility
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3.3
4.Communication,
Information
Technology,
Numerical
4.1 4.2 4.3 4.4
X
X
X
X
X
X
X
X
X
I = Introduction P = Proficient A = Advanced
X
X
X
X
X
X
X
X
KPIs of the Program
Objectives
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.
2. Demonstrate the professional skills
necessary to lead their professional
discipline and have the lifelong
learning skills to adapt to rapidly
changing technologies.
3. Pursue higher learning in the field
of engineering and multidisciplinary
areas to emerge as successful
researchers, entrepreneurs, experts
and educators.
KPIs

Identifying, formulating, analyzing and
solving engineering problems.
1.
2.
Surveys
Consultation report
1.
2.
Demonstrate the professional skills.
Adapt to rapidly changing technologies.
1.
2.
Surveys
Consultation report
1.
Number of publications in peer reviewed 
national and international journals
Number of organized scientific and
Research activities: workshops seminars,
symposiums & conferences)
Number of subscription in periodicals
and Journals.
Percentage
of
graduates
from 1.
undergraduate program leaving their 2.
works due to professional issues
Employee satisfaction (out of 5)
Number of students who came to senior
management positions
2.
3.
4. Practice and inspire high ethical
and professional standards.
Major Strategies
1.
2.
3.
Faculty self-report
Surveys
Consultation report
Learning Skills
Foundation
Skills:
University
Requirements
Fundamentals
Skills:
Scientific
Section
(Preparatory
Year)
Core skills:
College
requirements
Program
skills: EE
Courses
Student Learning
Outcomes (code)
a1
a2
b1
b2
b3
b4
b5
c1
c2
c3
d1
d2
d3
d4
Assessment Methods
Reports, discussions and presentations
Exams and presentations
Standardized exams, Oral exams, Micro projects
Reports and presentations
Standardized exams, Oral exams, Micro projects
Standardized exams, Oral exams, Micro projects
Behavior observation and reports
Behavior observation and presentations
Discussions
Reports, discussions and presentations
Standardized exams, Oral exams, Micro projects
Reports, discussions and presentations
Exams, quizzes and reports
Standardized exams, Oral exams, Micro projects
Course Title: Fundamentals of Electrical Power Systems
Course ID: EE 270
Number of Students: 25
Learning 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
Micro project:
Design and implement DC motor in …………:(10 marks) [10%]
projects
LO: An ability to design and conduct experiments, as
well as to analyze and interpret data
KPIs : There are 9 KPIs. Selected only three KPIs
laboratory safety procedures
experimental plan of data gathering
Data documentation
Development and implementation of logical experimental
procedures
Selection of appropriate equipment and instruments to perform the experiment
Operation of instrumentation and process equipment
The analysis and interpretations of data using
appropriate theory
Awareness of measurement errors
Seeking information for the experiment
laboratory safety procedures
LO:
An ability to design and conduct experiments, as well as to analyze and interpret data
Rubric
KPIs
Unsatisfactory
Developing
Satisfactory
No systematic plan of data
Develops a simplistic
Formulates an experimental
gathering; experimental data
experimental plan of data
plan of data gathering to
experimental
collection is disorganized,
gathering, does not
attain a stated objective
plan of data
even random, and
recognize entire scope of
(develop correlation, test a
gathering
study (e.g. not all parameters
model, ascertain
incomplete
(2)
affecting the results are
performance of equipment,
investigated)
etc.)
Experimental procedures
Develops and implements
Development Does not follow experimental
most often followed, but
logical experimental
procedure
and
occasional oversight leads to
procedures
implementatio
loss of experimental
n of logical
efficiency and/or loss of data
experimental
procedures
(4)
Makes no attempt to relate
Applies appropriate theory Analyzes and interprets data
The analysis
data to theory
to data when prompted to
carefully using appropriate
and
do so, but misinterprets
theory; if required,
interpretations
physical significance of
translates theory into
of data using
theory or variable involved;
practice or applies to
appropriate
makes errors in unit
process model(s)
theory
conversions
(7)
Assessment method:
1- Evaluating the mini project Report contents
2- Presentation
3- Discussion
Student’s Name
KPI2
U
1
D
S
X
2
X
3
X
4
X
U
D
X
X
X
X
7
X
X
Total
2
KPI2
KPI4
KPI7
4
Unsatisfactory
2
4
6
X
X
X
X
X
4
S
X
X
X
3
D
X
6
X
U
X
X
9
S
X
X
X
KPI7
X
5
8
KPIs
KPI4
X
4
1
Rubric( Result)
Developing
3
4
2
6
2
1
Satisfactory
4
1
1
Results Analysis
Strength 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.