Since that time the assessment efforts of the School have been largely devoted to external assessment activities and ad hoc assessment activities. In the 1998-99 year the School completed the first part of the first phase of an redesign of the educational environment of the School with a new BSEE curriculum. Many of the problems with developing assessment plans are caused by the failure to fully articulate what the goals of the assessment activities are. The summative part of assessment will be largely taken care of with certification activities and the formative part will be accomplished through monitoring and diagnostic activities. The determination that a student has demonstrated the minimum outcome necessary to be a graduate of EECS at Ohio University.
Certification needs to be done on an individual basis.
The activities are also going to have to be largely objective and probably quantitative. Checking the education system to determine if there are systemic problems upstream. Basically trying to track down problems before they get too severe and we still have time to correct them. Monitoring can be done on a group basis. It is going to have to be done on a scheduled basis and the more automatic it is the better it is.