Outcomes based engineering education. II. The merits of continuous programme evaluation

For pt.I see ibid., p.121-8 (1997). The merits of course and programme evaluation in the implementation of `new´ courses in engineering are discussed. They are illustrated by the development and initial evaluations of a two year programme in engineering science with particular reference to laboratory and project work. A number of partial evaluations were undertaken. As a result the programme continually evolved within the established parameters. This study concentrates on the first five years of development. It emerged that the demands for practical work were too heavy. Consequently the requirements were reduced. Additionally the sections of the syllabus(content) were reduced from eight to seven. Two studies showed that some anticipated “outcomes” were not achieved while some unanticipated “outcomes” emerged. Among the reasons for this was a failure to ensure that instruction and objectives (“outcomes”) were clearly linked. A systems approach is required for the design of “outcome” based curricula. The paper begins with a brief description of the examination, and the context in which it functioned in England and Wales. This is followed by a brief summary of an investigation into an examination in mechanical engineering which influenced the designers of the new examination. Thereafter. The objectives for the programme are listed together with the specific objectives for three kinds of practical work. Their translation into authentic “outcomes” assessment rubrics is described