Assessment of Learning Outcomes in Engineering Working Group

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Assessment of Learning Outcomes in Engineering
Working Group
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Aim

• The working group aimed to support the
  engineering community in developing more
  appropriate ways of assessing the achievement of
  learning outcomes in the context of accreditation
  to UK SPEC.

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Objectives

• to provide guidance,
• to provide exemplars of good practice,
• to engage key stakeholders to encourage the
  exchange and development of ideas.

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Members

• Engineering Professors Council
• Engineering Council UK
• The Higher Education Academy Engineering Subject
  Centre

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Activities

• Regular Working Group meetings
• Key stakeholders workshops
• Lessons Learnt October 2006
• programme leaders and accreditation staff
• Level Descriptors Guidelines June 2007
• Programme Leaders workshop September 2007
• Degree Accreditation workshop October 2007
• European Conference November 2008

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Resources

• Guide to the Assessment of Learning Outcomes
• Case studies Curriculum Design and Assessment
• www.aloe.ac.uk
• 
  

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Where next?

• Facilitate the sharing of experiences
• From programme leaders
• From accreditation teams
• Capture good assessment practices to include
• Assessment of team and group work
• Assessment of sustainable design and
  sustainability
• Assessment of creativity in design
• Capture examples of how UK SPEC is informing
  curriculum design
• Capturing experiences from other subject areas in
  standard setting
• Provide evidence of attainment of different
  levels
• Investigate the scope for professional
  development provision for accreditation teams

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Linking assessment of Learning Outcomes to
e-portfolios

• JISC and Higher Education Academy funded project
• The easimap tool aims to
• improve formative assessment and feedback
• enable academics to
• map assignment, module and programme learning
  outcomes to UK SPEC
• map assessment of learning outcomes across
  programmes
• www.engsc.ac.uk/er/pdp/easimap.asp

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• For more information about the group is available
  from
• www.aloe.ac.uk