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Each course has specified COs which are designed to cover each major topic of the course syllabus sequentially. The FCAR module displays all measured CO information with related assessments sequentially with options for summative or formative analysis. The rationale for this design is to collect summative and formative learning outcomes information from each stage of the course delivery process. Figure below shows a list of COs sequentially covering all the course topics. The CO data once measured would help identify weakness in teaching or learning methodology corresponding to a certain area of the course content. This would help provide real time formative information to improve the course by appropriate on time modifications (formative option selected). Faculty of Engineering, IU has decided to use 8-14 COs to cover all the major course topics.
Figure below shows a case where multiple assessments are used to measure a certain course outcome (labeled key assignments by EvalTools® 6). For this case, Homework 2, quiz 2 and mid-term part-V question-42 are used as key assignments for CO2. Figure 11 also shows the color-coded EAMU vector for each key assignment, green for E, white for A, yellow for M and red for U. The course outcome CO2 group EAMU is (8,12,4,0) (with students failing the course removed due to summative option selected) which gives us an average of 3.61.
This Figure is only a subset of the analytical charts of the analytical FCAR module under the heading Course Outcomes Assessment where a sequential list of all the COs with various related assessments and their histogram plots depicting performance of all those students who have not failed the course are shown (summative option selected).
At the end of the Course Outcomes Assessment section a consolidated histogram plot displays all the COs data measured as shown in figure below. The color-coded visual results give faculty a snapshot summarized view facilitating identification of the COs which need attention. Even though COs assessment is not required for ABET program accreditation, aligning COs with ABET SOs will channel teaching, learning process towards the skill sets needed for students