Continuous Improvement of an Exit Exam Tool for the Effective Assessment of Student Learning in Engineering Education

Abstract

The exit exam is a comprehensive assessment tool that provides direct evidence of student learning and the level of achievement of program learning outcomes (PLOs). Initial offerings of exit exams showed poor student performance and little correlation to their coursework grades. Accordingly, a continuous improvement process was prompted, including planning, implementing, monitoring, responding, and reporting. In this context, four remedial actions were applied to the exit exam over five semesters, including distributing practice questions, followed by rescheduling exams, simplifying and distributing questions, and increasing the exit exam’s weight contribution. This study explores the effectiveness of these remedial actions to assess and improve student learning and the attainment of PLOs. The performance data indicated significant improvements in exit exam scores, with the average exit exam score increasing from 47% to 78%. Students’ exit exam performances aligned with their grade point averages (GPAs, %), evidenced by a reduction in the variation between the two parameters from 39.2% to 0.6%. Furthermore, the study confirmed that the exit exam, through continuous improvement and targeted remedial strategies, improved the attainment level of PLOs to achieve the target of 70%. The study highlights how strategic interventions can lead to significant enhancements in individual and cohort performances, providing a model for other engineering programs aiming to boost student outcomes and align with accreditation standards and student needs.

Keywords

• engineering education
• exit exam
• remedial actions
• continuous improvement
• outcome-based assessment