Student Learning Outcomes Assessment in Middle East Higher Education Institutions: Qatar University Perspective

2015 ◽  
Vol 27 (3) ◽  
pp. 5-12
Author(s):  
Shaikha Bint Jabor Al-Thani
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Student Learning ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Learning Outcomes Assessment

An Exploration of High-quality Student Affairs Learning Outcomes Assessment Practices

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
Author(s):  
Adam S Green ◽  
Elizabeth Jones ◽  
Susan Aloi
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Student Learning Outcomes ◽  
Assessment Practices ◽  
High Quality ◽  
Learning Outcomes Assessment ◽  
Assessment Plans ◽  
Four Levels

This study was conducted because limited research has occurred in the area of co-curricular student learning outcomes assessment, which has resulted in confusion within the student affairs profession on how to develop and implement assessment plans. The purpose of this study was to examine high-quality assessment practices of student affairs divisions at three different research institutions in order to advance the value, usefulness, and understanding of learning outcomes assessment within the student affairs profession, so more student affairs divisions may begin assessing the co-curricular. Those student affairs divisions selected for this study represented assessment models with significant experience in successfully implementing assessments of student learning and development. These mature student affairs divisions who have substantial experience in successfully implementing their assessment plans were important to examine closely so that others can learn from their experiences.This study found that those student affairs divisions that participated in this study fostered a shared commitment to assessment. It became apparent that there are four levels of professional commitment to each student affairs division’s assessment initiative. Those four levels of professional commitment included: vice presidents, directors/coordinators of assessment, assessment committees, and unit-level professional staff.This research clearly indicates that successful assessment of student affairs learning outcomes requires the understanding that units are experts in their particular field; therefore, a decentralized model of assessment, facilitated by a coordinator or director, is most appropriate in student affairs. This study also explores the most commonly used assessment methods in student affairs, as well as student affairs efforts to collaborate in the assessment process. Moreover, this study investigates how student learning outcomes assessment results are used to enhance the student co-curricular experience. Finally, this study highlights the assessment successes and challenges identified by each of the three institutions that participated in this study.

scholarly journals China’s Popular Educational Activity: Does Social Practice Really Help Enhance College Student Learning Outcomes?

2018 ◽  
Vol 7 (1) ◽  
pp. 129-149 ◽  
Author(s):  
Le Chen
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Learning ◽  
Learning Outcomes ◽  
Social Practice ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Social Practices ◽  
Educational Activity ◽  
College Student Learning

Abstract Social Practice (SP) is a type of educational activity with “Chinese characteristic,” and it is widespread and accessible in China’s higher education institutions. This paper explores the features of Social Practice participants and the impacts of these practices on college student learning outcomes with quantitative data collected through the “China College Student Survey” (CCSS) Project. In particular, the paper examines three types of social practices (Academic Social Practice, Professional Social Practice, and Service Social Practice) and their impacts on student self-reported gains in knowledge, skills, and values. The study finds that: a) more than 70% college students have social practice experience, and another 26% intend to participate before graduation; b) engaging in social practice is statistically significantly correlated with self-reported improvement in all kinds of learning outcomes; c) the impact varies by the type of practices and student level of engagement. These findings suggest that it is beneficial for students to engage in social practice during college. Higher education institutions should provide students with opportunities to participate in different types of social practices.

scholarly journals MONITORING THE QUALITY OF STUDENTS' LEARNING RESULTS IN HIGHER EDUCATION INSTITUTIONS AS A PROBLEM OF RESEARCH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Kovalchuk ◽  
◽  
Tetiana Kravchuk ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Learning Technologies ◽  
Educational Process ◽  
Quality Of Higher Education ◽  
Innovative Learning

The article analyzes different approaches to the interpretation of the concept of "monitoring", clarifies the essence of the concept of monitoring the quality of student learning outcomes in higher education institutions. The Ukrainian laws for monitoring the quality of higher education learning outcomes is analyzed. The essence of the concept of "pedagogical factor" from the standpoint of modern scientists is considered, its main types (external and internal) are revealed. Three main pedagogical factors for organizing and conducting monitoring of the quality of student learning outcomes in higher education institutions have been identified and substantiated, namely: readiness of subjects of the educational process to monitor student learning outcomes in higher education institutions; phases monitoring of the quality of student learning outcomes in higher education institutions; development of educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions. The essence and three main types of readiness of the subjects of the educational process to monitor the quality of student learning outcomes in higher education institutions are outlined, namely: psychological, logistical, documentary. Emphasis is placed on three main criteria for the readiness of students to monitor the quality of student learning outcomes in higher education institutions, namely: cognitive, practical-logical, value-motivational. The step-by-step organization of monitoring of the quality of student learning outcomes in higher education institutions by highlighting the main six successive stages of its implementation is revealed. It has been determined who has the right to organize pedagogical monitoring of the quality of students' learning outcomes in higher education institutions. Emphasized the importance of developing educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions, introduction of innovative learning technologies based on the use of modern educational platforms and modification of the educational process by using elements of distance learning during teaching disciplines.

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