Abstract
An active/cooperative outcome-based introductory modelling course is designed, implemented, assessed and evaluated to satisfy some important ABET requirements. Several assessment methods are used to ensure triangulation. Direct measures include team and individual assignments, course portfolios, oral presentations, a defect removal assignment and a design project. Indirect measures include class feedback forms, process checks, entry and exit surveys, and a course evaluation questionnaire. Students are asked to peer assess the work of their classmates and to self-assess their own work before submission. Quality principles are enforced in each learning activity. Assignments are based on customer expectations sheets and assessed using a detailed checklist. Engineering professionalism is enforced and lapses are used to punish any unprofessional behaviour. Bonus points are used, on the other hand, to encourage top performance. End of semester course evaluation is based on satisfying both the course learning objectives and course-supported programme outcomes. Direct assessment results of students' performance are compared to the indirect measures of students' level of confidence and, at the same time, to the pre-semester facilitators' expectations.