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Descripción
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| This paper presents the steps followed at the Escuela Técnica Superior de Ingenieros Industriales (ETSII) at the Universidad Politécnica de Madrid (UPM) to progressively implement an outcomes assessment framework. This assessment is understood as the integral process to guide and guarantee that graduates, when they finish their studies, have acquired the knowledge, abilities and skills established in the program (i.e. outcomes). This is a process linked to the entire program (and not to a single course or activity) and to the cohort of students (and not to the evaluation of each student individually). At the ETSII, the outcomes assessment process has been designed in accordance with the Accreditation Board for Engineering and Technology (ABET) criteria which establishes 11 outcomes that must be fulfilled by the students as a necessary step in the accreditation process and as a preparation to attain the educational program objectives. The implementation of these 11 outcomes is intentionally unspecified by ABET to encourage each engineering program¿s faculty to achieve its own specificity considering its idiosyncrasy. This paper describes the approach followed in the ETSII to develop an integral strategy for the institution and to progressively evolve to an outcomes assessment culture. From this experience, some quite generalizable learned lessons are extracted that can be useful for other faculties involved in similar processes. | |
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Internacional
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Si |
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JCR del ISI
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Si |
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Título de la revista
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International Journal of Engineering Education |
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ISSN
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0949-149X |
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Factor de impacto JCR
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0,36 |
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Información de impacto
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Volumen
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30 |
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DOI
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Número de revista
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Desde la página
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1525 |
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Hasta la página
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1538 |
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Mes
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DICIEMBRE |
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Ranking
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