Abstract

A methodology to assess the student learning outcomes in the course “Probability for Engineers” has been implemented. The indirect assessment strategy relied on student surveys at the beginning and the conclusion of the course. The direct assessment was based on tracking the student scores in midterm examination I, midterm examination II, and the final examination, question by question on topics related to the learning outcomes. The enhancements in performance in three topics grouped to include all learning outcomes were monitored as the course progressed. Robustness of the quantitative measures of indirect and direct assessments was ensured through hypothesis tests. The results demonstrated that the goals of the course were met in terms of the higher level of understanding by the students at the end of the term. While there is still room for improvement, the methodology developed here can be easily extended to courses in other disciplines.

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