Abstract

This article presents a comprehensive investigation into the assessment and evaluation of Program Intended Learning Outcomes (PILOs) in the field of computer engineering. With a focus on the Bachelor of Science in Computer Engineering program, accredited by the Engineering Accreditation Commission of ABET, the study examines the rigorous standards and evaluation methodologies employed to ensure program quality and effectiveness. Through a multifaceted approach encompassing direct assessments by faculty, examination panels, industry practicum supervisors, senior exit surveys, and student self-evaluation surveys, the study evaluates the attainment of PILOs across various domains. The article highlights the iterative process of continuous improvement, wherein recommendations derived from careful analysis and evaluation contribute to enhancing student outcomes and program effectiveness. A longitudinal analysis spanning six academic years underscores the progressive improvement in student performance, which reflects the program’s commitment to excellence and adaptability in response to evolving educational landscapes. This research provides valuable insights into the efficacy of assessment and evaluation strategies in fostering student success and programmatic excellence in computer engineering education.