Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

Assessment of Student Learning Outcomes in Distance Education

2013 ◽  
pp. 172-182 ◽  
Author(s):  
Vicki L. Gregory
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Assessment Of Student Learning

Student Learning Outcomes (SLOs) are becoming the norm for all types of accreditation decisions by regional and specialized agencies. SLOs and student assessment norms and best practices are described, as well as a path to establish SLOs. Analyzing and using the data collected about student assessment to enrich student learning is also described. Special attention is given to LIS instruction, but several comparisons to other disciplines are also made.

scholarly journals Effectiveness and Key Success Factors for Implementation of Problem-Based Learning in Debre Tabor University: A Mixed Methods Study

2020 ◽  
Vol 30 (5) ◽  
Author(s):  
Awoke Wondie ◽  
Tegbar Yigzaw ◽  
Solomon Worku
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Quantitative Data ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Academic Leaders ◽  
Problem Solving Skills ◽  
Debre Tabor

BACKGROUND፡ Problem-based learning has been adopted as a core educational strategy for education of health professionals in more than a dozen of higher education institutions in Ethiopia. Debre Tabor University College of Health Sciences (DTUCHS) is one of the adopters. However, its effectiveness has not been researched yet. Thus, the objective of this study is to assess the quality of PBL implementation, its effectiveness in developing desired student learning outcomes and factors that facilitate or impede PBL implementation.METHODS: A cross-sectional study was conducted in DTUCHS from May to June 2018. We collected quantitative data from students and tutors using self-administered questionnaire. We complemented this with key informant interviews with academic leaders. We computed descriptive statistics from quantitative data while qualitative data were subjected to thematic analysis.RESULTS: A total of 308 students, 42 tutors and 8 academic leaders were included in the study. Students, tutors and academic leaders perceived that PBL was effective in developing knowledge, problem-solving skills, self-directed learning skills and collaboration competencies. The implementation process showed the existence of clear objectives, appropriate cases, and reasonable workload. Students rated tutors' performance positively, and tutors also rated student learning affirmatively. However, unlike tutors, students thought that the assessment of student performance in PBL was not appropriate. The factors that facilitated PBL implementation were students' and tutors' buy-in, clear curriculum design, adequate infrastructure, commitment to hire more faculty and develop their teaching skills continuously and strong coordination and monitoring.CONCLUSION: The findingsof our study support the introduction of PBL in a resource-constrained setting. Students, tutors and academic leaders perceived PBL to be effective in achieving desired student learning outcomes. Its implementation was considered consistent with the principles of PBL. Respondents identified the presence of enabling factors to implement PBL in Debre TaborUniversity (DTU).

scholarly journals The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning

10.28945/3319 ◽  
2009 ◽  
Author(s):  
Nicole Buzzetto-More ◽  
Ojiabo Ukoha
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Low Income ◽  
Mathematics Instruction ◽  
Remedial Mathematics ◽  
Student Learning Outcomes ◽  
Assessment System ◽  
Assessment Of Student Learning

Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.

Planning for Assessment of Student Learning Outcomes: A Process within Your Grasp

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathleen Connolly ◽  
Sandra DeYoung
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Nursing Student ◽  
Student Learning Outcomes ◽  
Outcome Data ◽  
Assessment Process ◽  
The Public ◽  
Assessment Of Student Learning ◽  
College Of Nursing ◽  
Total Program

Assessment in educational institutions is mandated by the public and by accrediting organizations. Faculty must plan for program assessment within the context of the college or university goals and assessment projects. Within the department or college of nursing, student learning outcomes must be assessed at the total program level and at the course and classroom levels. Faculty who are motivated to plan assessments and use outcome data should take leadership in the process. The process consists of determining the outcomes to be assessed, the measures to be used, and the standards to be reached. When data has been collected, it must be evaluated and used to make improvements. Finally, the assessment process itself should be assessed. This article gives examples of assessment methods for all levels of assessment at the institution, but especially at the program and course levels. A departmental assessment blueprint is included. The end result of implementation of an assessment plan is that at every level of the institution, excellence should be enhanced.

scholarly journals PENGEMBANGAN KEMAMPUAN PEMAHAMAN KONSEP BILANGAN ROMAWI MELALUI PEMBELAJARAN IKAN VEVES DI SDN SEDARI I (PKM DI SD NEGERI SEDARI I DESA SEDARI KECAMATAN CIBUAYA KABUPATEN KARAWANG – JAWA BARAT)

2019 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ayu Fitri ◽  
Haerudin ◽  
Tridays
Keyword(s):  
Student Learning ◽  
Key Words ◽  
Learning Outcomes ◽  
Teacher Knowledge ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
West Java ◽  
Mathematical Abilities ◽  
Reasoning Skill

Pengabdian ini dilatarbelakangi oleh penilaian siswa terfokus terhadap hasil belajar siswa bukan kemampuan siswa, kurangnya pengetahuan guru tentang kemampuan matematika siswa, letak sekolah yang terpencil dekat dengan pantai. Kegiatan ini dilaksanakan di SD Negeri Sedari I Desa Sedari Kecamatan Cibuaya Kabupaten Karawang – Jawa Barat. Metode yang digunakan ekspositori, diskusi dan simulasi. Hasil kegiatan dapat dilihat dari persentasi kemampuan pemahaman siswa sebesar 90% dalam simulasi pembelajaran Ikan Veves dalam mengembagkan kemampuan pemahaman siswa pada materi bilangan romawi di SD Negeri Sedari I. Kata Kunci : Srategi Pembelajaran Ikan Veves, Kemampuan Pemahaman Matematika This service is motivated by student assessment focused on student learning outcomes rather than student abilities, lack of teacher knowledge about students' mathematical abilities, the location of remote schools close to the beach. This activity was carried out at SDN Sedari I Sedari Village, Cibuaya District, Karawang Regency, West Java. The method used expository, discussion and simulation. The results of the activity can be seen from the percentage of students 'understanding ability by 90% in the Fish Veves learning simulation in developing students' understanding abilities in roman numerals material at SDN Sedari I. Key Words: Ikan Veves Strategy, Reasoning Skill Mathematic

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