doi:10.3850/978-981-08-7156-7_P163

ABSTRACT

The increasing demands on highly qualified engineers with creative skills and capable of self development are urging the engineering programs to maintain high quality engineering education. Most qualified engineering programs seek accreditation from reputational authorities such as ABET (The Accreditation Board for Engineering and Technology) to maintain the “minimum” level of quality engineering education. Although ABET has set the criteria for developing qualified engineering programs, it left the room for each program to select its own appropriate methods and strategies to assess and evaluate its Program Education Objectives (PEOs) and its Program Outcomes (POs). Both assessment and evaluation processes are the backbone for continuing improvement that lead to qualified engineering programs. This paper presents the different strategies, tools and mechanisms used in assessing and evaluating the civil engineering B.Sc. program at King Saud University at both the course level and the program level. All assessment tools are measurable and can be easily evaluated. The assessment and evaluation are based on the Course Learning Objectives (CLOs) at the course level and based on the PEOs and POs at the program level. The assessment tools and strategies are different in its nature of being direct and indirect measurements and are obtained from different constituents to obtain reliable results that are translated to actions for further improvements.

Keywords: ABET, Accreditation, Assessment, Civil engineering B.Sc. program, King saud university.

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