Accreditation organizations broadened program assessment criteria in ways that present challenges for the evaluation of learning outcomes. This is especially the case in courses where there are not narrowly defined questions or definitive solutions, such as engineering ethics. While protocols for learning assessment exist, there is limited research exploring sociotechnical learning outcomes in a manner that combines theoretical, empirical, and procedural aspects of assessment.

中文翻译：

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衡量无定形：概念图的实质性和方法论结果

认证组织以对学习成果评估提出挑战的方式扩大了计划评估标准。在没有狭义问题或确定性解决方案（例如工程伦理学）的课程中，尤其如此。虽然存在学习评估协议，但以结合理论，经验和程序方面的评估方式探索社会技术学习成果的研究有限。