Optimizing Assessment Tasks for Institutional and Program-Level Accreditations: A Case Study of Accreditation Requirements of MSCHE and ABET

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2020-07-23 DOI:10.5325/jasseinsteffe.9.1-2.0096

Asm Delowar Hossain, A. Hossain, M. Kouar

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引用次数: 2

Abstract

abstract:Academic institutions in the United States often engage in challenging tasks of accreditation activities at both the institutional and program levels. Although the institutional and program level accreditations are not quite similar in scope, they do have a number of common accreditation requirements. The assessment tasks for those common accreditation requirements can be arranged to complement each other, thereby minimizing nearly redundant tasks and optimizing the overall process for an institution. This work aims to demonstrate an instance of such optimization by exploiting the commonalities in the accreditation standards and consolidating the pertinent assessment tasks between the Middle States Commission of Higher Education (MSCHE), a key institutional accreditor, and Accreditation Board for Engineering and Technology (ABET), the leading engineering program accreditor. This paves the way for academic institutions nationwide to optimize their activities involving several other accreditation bodies at both the institutional and program levels.

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优化机构和项目级认证的评估任务:MSCHE和ABET认证要求的案例研究

美国的学术机构经常在机构和项目层面从事具有挑战性的认证活动。虽然机构和项目级别的认证在范围上不太相似，但它们确实有一些共同的认证要求。这些共同认可要求的评估任务可以相互补充，从而最大限度地减少几乎冗余的任务，并优化机构的整体流程。这项工作旨在通过利用认证标准中的共性，并巩固中部州高等教育委员会(MSCHE)(主要机构认证机构)和工程技术认证委员会(ABET)(领先的工程项目认证机构)之间的相关评估任务，来展示这种优化的一个实例。这为全国的学术机构在机构和项目层面优化涉及其他几个认证机构的活动铺平了道路。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Assessment and Institutional Effectiveness Social Sciences-Education

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.