A bottom-up outcome-based learning assessment process for accrediting computing programs

Abstract

The push for a culture of evidence that guides improvement in higher-education has made outcome-based assessment a necessity. Furthermore, the recent move by ABET's CAC into more rigorous assessment has caused anxiety among faculty and administrators. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents a bottom-up outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes. The proposed approach has been implemented and used for the successful accreditation of a computer science program, and can be easily adapted to any higher education program.