This study presents a comprehensive and innovative approach for evaluating course learning outcomes, tailored specifically to meet the needs of the Electrical Engineering (EE) program at Al Imam Mohammad Ibn Saud Islamic University. The proposed method is designed to align with the stringent requirements of accreditation bodies, ensuring compliance with established standards while fostering continuous improvement in educational practices. By establishing a detailed rubric for each course learning outcome, this approach provides clear and measurable performance indicators, enabling precise and consistent assessment across diverse courses.

The methodology leverages a combination of direct and indirect assessment techniques to gather comprehensive data on student performance. Direct assessments include evaluations such as exams, projects, and assignments, which provide objective evidence of student achievement. Indirect assessments, on the other hand, draw on student feedback from tools like exit surveys and course evaluation forms, capturing perceptions and experiences that complement the direct evidence. By integrating these two methods, the approach facilitates a holistic evaluation of learning outcomes, offering deeper insights into both strengths and areas requiring enhancement.

A key feature of this approach is its systematic process for analyzing performance data. The evaluation framework identifies discrepancies and areas of low performance, enabling the development of targeted corrective action plans. These plans are not only implemented but also rigorously validated to ensure their effectiveness in addressing identified gaps. This iterative process forms the foundation of a continuous improvement cycle, ensuring that courses remain responsive to both accreditation standards and evolving educational needs.

Additionally, the study describes a structured methodology for assessing student performance at the course level. This includes a course learning outcomes assessment methodology that aligns individual course outcomes with broader program goals. A comprehensive course assessment summary is also provided, which consolidates key findings and serves as a critical tool for faculty in monitoring progress and driving improvements.

The integration of direct and indirect assessment results is a cornerstone of this methodology. By comparing these two types of data, the approach ensures consistency and alignment in the evaluation process, enhancing the reliability of the findings. This comparative analysis also highlights potential discrepancies, prompting further investigation and refinement of the assessment process.

Overall, this proposed method represents a significant contribution to the field of academic assessment and evaluation. Its structured and practical design provides a robust framework for engineering programs seeking to meet accreditation criteria while fostering a culture of continuous improvement. Beyond its application to the EE program, this approach has broader implications and can serve as a valuable model for other programs aiming to enhance their assessment practices and achieve excellence in educational outcomes.

Keywords: Course Learning Outcomes, Assessment and Evaluation, Accreditation, Continuous Improvement, Engineering Education, Outcome-Based Assessment.