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Analysis of assessment using signals, systems concept inventory for systems courses

The Signals and Systems Concept Inventory (SSCI) is a set of multiple-choice questions that measures students' understanding of fundamental concepts in continuous-time (CT) and discrete-time (DT) signals and systems. In this paper, we discuss and analyze statistically the results of these assessment tests in our undergraduate courses. We use the results to assess the students' performance from year to year and determine evidence of learning outcomes. We offer useful suggestions for future offerings of the courses based on our findings. Some conclusions are made on whether we meet our assessment goals and on the efficacy of the SSCI CT Tests and the impact it has had on our pedagogy.