Performance indicators for ABET Student Outcomes
A performance indicator is a specific, measurable statement of one thing a student must show to attain a Student Outcome. Indicators turn broad outcomes into something a rubric can score and a program can improve.
What a performance indicator is
ABET’s criteria require documented processes for assessing and evaluating the attainment of Student Outcomes (Criterion 4). They do not define or require performance indicators. Indicators are a widely used way to meet that requirement: each outcome is broken into two to four observable parts, and each part is measured in course work.
Take EAC outcome 3, “communicate effectively with a range of audiences”. A single score for it says little. Indicators such as “organizes a technical report logically” and “presents to a non-specialist audience” show which part is strong and which needs work.
How to write good indicators
- One observable behaviour each, starting with an action verb: designs, analyzes, presents, justifies.
- Two to four per outcome. Enough to cover the outcome, few enough to measure every cycle.
- The same wording in every course that measures it, so results can be combined.
- Measured by specific work, such as a design report, a lab analysis or an exam question, not by a whole course grade.
- Scored with a rubric of a few levels, for example below, developing, meets and exceeds expectations.
- A target set in advance, for example the share of students expected at or above “meets expectations”. The program chooses the target; ABET does not set one.
Example indicators for the EAC outcomes
These are examples to adapt, not ABET requirements. Write indicators that fit your program’s courses and constituents.
| Outcome | Example indicators |
|---|---|
| 1. Complex problem solving | Formulates the problem with its assumptions and constraints · Selects and applies the relevant engineering, science and mathematics principles · Checks that the solution is reasonable |
| 2. Engineering design | Translates needs into measurable requirements · Generates and compares alternative designs · Considers safety, economic and environmental factors in the chosen design |
| 3. Communication | Writes a clear, well-organized technical report · Presents technical work to a non-specialist audience · Uses figures and tables that support the message |
| 4. Ethics and responsibility | Identifies the ethical issues in an engineering case · Weighs the impact of a solution on society and the environment · Justifies a decision with reference to a code of ethics |
| 5. Teamwork | Contributes a fair share to the team’s work · Helps set goals and plan tasks · Takes the lead on part of the project |
| 6. Experimentation | Plans an experiment to answer a stated question · Analyzes data with appropriate methods · Draws conclusions supported by the data |
| 7. Learning new knowledge | Finds and evaluates information beyond the course material · Applies a tool or method not taught in class |
From course work to outcome
- 01Map
Link each indicator to the course learning outcomes (CLOs) and assessed work that evidence it.
- 02Score
Instructors score that work with the indicator’s rubric.
- 03Combine
Results are combined across sections and courses for each indicator, then across indicators for the outcome.
- 04Compare and act
Indicators below target point to what to change, and are measured again after the change.
Academix works this way: CLOs map to performance indicators and indicators to Student Outcomes, attainment is reported against each indicator’s target, and the method used to combine results is recorded with every figure. See Student Outcomes assessment.
More ABET guides
- What is ABET accreditation?
- ABET Student Outcomes, by commission
- ABET Criterion 4: continuous improvement
- How long does ABET accreditation take?
- How much does ABET accreditation cost?
- How to choose ABET accreditation software
Last reviewed: 2026-09-26. Academix is independent software and is not affiliated with or endorsed by ABET.