Queen's started the graduate attribute assessment process in 2009. Faculty-wide indicators were developed by seven committees comprised of undergraduate chairs and experts in specific areas. The curriculum was mapped via CurricKit, a customized software package being developed by the University of Guelph. Common assessment tools are instructor developed leveled rubrics with four tiers (Below, Marginal, Meets and Exceeds Expectations). Data collection has been done through a learning management system (Moodle) with quantitative evaluation using leveled performance assessment longitudinally within academic year. Queen's has piloted GA assessment faculty-wide in first, second and program specific final year courses using faculty-wide indicators (10 of 12 for first year and 8 out of 12 for fourth year). More detail about the process at Queen's is described in past CEEA proceedings
B. Frank and D. Strong, "Development of a Design Skill Assessment Tool," in Proceedings of the Canadian Engineering Education Association, (Kingston, ON: June 7-9) 6 pp., 2010.
B. Frank, D. Strong, and R. Sellens, "The Professional Spine: Creation of a Four-year Engineering Design and Practice Sequence," Proceedings of the Canadian Engineering Education Association. (Saint John's, NFLD: June 6-8).11 pp., 2011
B. Frank and S. Fostaty-Young, "What can our students do: Year 2 of graduate attribute assessment at Queen's University," Proceedings of the Canadian Engineering Education Association. (Saint John's, NFLD: June 6-8).6 pp., 2011
Queen's University is one of the institutions on the EGAD project, an initiative supported by the National Council of Deans of Engineering and Applied Science, and Engineers Canada. The group is supporting the adaptation of outcomes-based assessment by developing training and resources for Canadian Engineering Programs.