This workshop aims to teach participants how to develop specific and generic performance indicators and rubrics to comprehensively assess student learning as defined by ABET outcomes. The workshop will cover mapping ABET outcomes to Bloom's three learning domains, analyzing outcomes with a model, and correlating outcomes, course objectives, and performance indicators for alignment of assessments and teaching strategies. Participants will learn through case studies with video examples and have hands-on practice developing indicators and rubrics to measure student performance related to outcomes. The goal is to present an effective approach for assessment that supports authentic outcomes-based education and continuous improvement.

1. Objective
Culminating ABET EAC student exit outcomes map to Bloom's 3 learning domains in various
proportions. The measurement of affective, cognitive and psychomotor domains student learning
activities require specific and/or generic performance indicators and their rubrics for appropriate
assessment. ABET student outcomes covering all 3 learning domains in high proportions need many
specific performance indicators for proper assessment. This workshop presents specific examples
related to developing specific, generic performance indicators and their rubrics for the
comprehensive measurement of various ABET student outcomes. Participants will have hands on
experience in the development of specific or generic performance indicators relating to ABET
student-course outcomes that implement scientific constructive alignment targeting teaching/learning
strategies and assessments.
Description
A case study with streaming video examples of actual applications of specific performance indicators
to assess various student engineering activities related to ABET student outcomes. These used
state-of-the-art, web-based digital technology and collected data for student and program evaluation,
performance failure analysis, and continuous quality improvement.

2. An analysis of culminating ABET student outcomes is made with reference to Bloom’s three learning
domains and their learning levels. A hypothetical model is presented for this analysis. The necessity
of the use of performance indicators is highlighted, especially in reference to the measurement of
course learning outcomes and development of assessments, teaching, and learning activities. The
correlation of ABET student outcomes, course learning outcomes, and performance indicators is
clearly outlined. The importance of scientific constructive alignment of learning outcomes,
performance indicators, assessments, teaching, and learning strategies is highlighted. A novel
hybrid rubric for accurate assessment and scoring of student performances is presented.
In summary, this workshop presents the benefits of using a combination of specific, generic
performance indicators and their rubrics to accurately assess student engineering learning activities
related to the ABET student outcomes while supporting principles of authentic OBE, scientific
constructive alignment, efficient performance failure analysis, and continuous quality improvement.