Development and Implementation of Learning Assessment Template in Engineering Courses

In this paper, we discuss the development and implementation of a template for assessing learning in engineering courses within the scope of ABET Student Learning Outcomes.The tenet is that learning can be assessed at different levels of competence or ability.While there are multiple approaches to such assessment, notably -Bloom's Taxonomy, the 5E Model, the Kirkpatrick Model, to name three -implementation at each level is somewhat unrealistic, owing to the non-/semi-quantitative nature of assessment.Specific implementations in three electrical engineering courses -Network Theory 1, Physical Principles of Solid State Devices and Communication Theory -will be presented.The approach is based on assessing students' progress via four levels of ability -unconscious incompetence, conscious incompetence, conscious competence and unconscious competence.Both formative and summative assessments will be discussed based on improved performance on tests as well as on an end-of-semester project that requires navigating through open-ended scenarios.