A Systematic Approach for Assessment of Attainment in Outcome-based Education

2021 ◽  
Vol 9 (1) ◽  
pp. 8-29
Author(s):  
S. Amirtharaj ◽  
G. Chandrasekaran ◽  
K. Thirumoorthy ◽  
K. Muneeswaran
Keyword(s):  
Systematic Approach ◽  
Higher Learning ◽  
Assessment System ◽  
Credit System ◽  
Web Based ◽  
Outcome Based Education ◽  
Institutions Of Higher Learning ◽  
Course Outcomes ◽  
Programme Outcomes

The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational objectives (PEOs) in institutions of higher learning. Recently, OBE and choice-based credit system (CBCS) have become prevalent in institutions of higher learning. The significance and benefits of OBE and CBCS are recognized by all stakeholders, including accrediting agencies. The process for establishing and refining, the vision and mission of the institution, vision and mission of the department offering the programme, COs, POs and PEOs are discussed. The procedure and rubrics for assessing the attainment of the outcomes are also discussed. Accreditation is an honouring mechanism used to assess the standards and quality of the education offered by a programme to a student at an institution of higher learning. The article discusses a systematic approach for assessment of attainment of outcomes by graduates of a programme in an autonomous engineering college following OBE with CBCS.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Online Doctoral Student Satisfaction

2017 ◽  
pp. 236-247
Author(s):  
Dara Levitch ◽  
Melanie Shaw
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Economic Benefits ◽  
Program Completion ◽  
Higher Learning ◽  
Academic Experience ◽  
Institutions Of Higher Learning ◽  
Specific Factors ◽  
The Individual

Institutions of higher learning invest a great deal of time and money on retention issues. Research has identified institutional variables significant to student retention. Current researchers suggest each institution conduct studies to determine the specific factors important to the population served. Increasing retention has considerable financial and economic benefits to the institution, as well as benefits to the individual, especially if it leads to program completion. Research of literature has also indicated that quality of faculty and academic advising communications are two important factors perceived by students as contributing to overall the academic experience.

The Hybrid Course; Facilitating Learning through Social Interaction Technologies

2010 ◽  
pp. 540-552
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybridcourses, which blend face-to-face instruction with onlinelearning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses thepedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that ashybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning,the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

The Context, Design, and Impact of System-Wide Assessments to Enhance Effectiveness in the Higher Colleges of Technology of the United Arab Emirates

2012 ◽  
Vol 2 (3) ◽  
pp. 1-20
Author(s):  
Marshall “Mark” Drummond ◽  
Matthew A. Robby
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Higher Learning ◽  
Assessment System ◽  
Institutions Of Higher Learning ◽  
Colleges Of Technology ◽  
The World ◽  
Effective Assessment

This paper examines the use of System-wide Assessments, an innovative initiative to enhance the accountability, quality, and effectiveness within the Higher Colleges of Technology of the United Arab Emirates. The authors review the historic and contemporary influences on college/university assessments and the key forces or factors which have shaped development and need of Outcome Assessments. The paper summarizes the literature on the best practices for assessment and promoting changes. The paper describes the objectives, structures, and processes involved with random use of System-wide Assessments among the 17 Federal colleges. A survey of 80 Deans and Chairs reports the perceptions and ratings of the process and impact of System-wide assessments. The lessons learned are described and inform recommendations for key components of an effective assessment system to promote accountability and improvement in higher education. Findings have significance for leaders of institutions of higher learning throughout the Middle East and the world.

The Political Economy of Brain Drain at Institutions of Higher Learning in Conflict Countries: Case of the University of Liberia

2002 ◽  
Vol 30 (1) ◽  
pp. 42-46
Author(s):  
Anthony Barclay
Keyword(s):  
Human Capital ◽  
Information Dissemination ◽  
Higher Learning ◽  
Educational Institutions ◽  
Research Information ◽  
Economic Growth And Development ◽  
Institutions Of Higher Learning ◽  
Training Research ◽  
The University

According to endogenous growth theories, human capital is a major determinant of economic growth and development. Human capital refers to the educational qualifications, skills, and experience that individuals possess. Educational institutions, in general, and universities, in particular, are most instrumental in developing and enhancing the quality of human capital through capacity building involving training, research, information dissemination, and knowledge management. These institutions should be not only firmly established and maintained but also continuously empowered to meet the current and evolving needs of their countries.

scholarly journals An Object-based Model for Assessment of Quality of Teaching in Institutions of Higher Learning in Nigeria

2015 ◽  
Vol 3 (3) ◽  
pp. 84-105
Author(s):  
Wilson Nwankwo ◽  
Fidelia Udoka Eze
Keyword(s):  
Higher Learning ◽  
Information And Communications Technology ◽  
Quality Of Teaching ◽  
University Of Technology ◽  
Institutions Of Higher Learning ◽  
Object Based ◽  
Central Database ◽  
Learning Institutions ◽  
Analytical Tools

In most learning Institutions in Nigeria, the quality of teaching delivered by Lecturers/Teachers are not usually given the attention it requires and where such is done, it is often done in a crude way using semi-automated approaches. This research is conceived to examine how Information and Communications Technology could be employed to collect data for the assessment of quality of teaching delivered by Teachers/Lecturers in the Institutions of higher learning in Nigeria. To achieve this, this research studies a University of Technology in the South-East of Nigeria, conceives and designs an object-oriented model for harnessing the relevant data needed to conduct such assessment into a central database. This system can be used to submit feedbacks on the performances of the Lecturers and also enable educational administrators view statistics of submissions. As the data is collated in a central database, analytical tools could be employed in conducting further analysis on Lecturer performance evaluation to drive advanced decision making.

scholarly journals Teaching Practice Supervisory Process: A Resourceful Tool for Up-Coming Teachers

2021 ◽  
pp. 47-54
Author(s):  
Georgina Martin ◽  
Evans Atteh
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Teaching Practice ◽  
Higher Learning ◽  
Quality Level ◽  
Effective Teacher ◽  
Institutions Of Higher Learning ◽  
School Influence ◽  
Education Business

In today’s keen competitive global environment, schools and institutions of higher learning are entrusted to produce quality human capital that is able to participate and cope with the ever changing market demands in various sectors of the economy such as education, business and commerce, and technology. The quality of education that students receive is inextricably linked to the knowledge, intelligence, professional skills and competencies of teachers. Teachers are the major in – school influence on student achievement and the most influential profession in the society that make huge differences to children’s lives. The professional roles and qualities of the teacher are blended to make him/her an effective teacher. With teacher preparation issues becoming a major concern for many societies today, it is therefore crucial to shed more light on pre-service teachers teaching practice program aimed at positively influencing the quality level of our student teacher preparation to assist them in carrying out their core mandate as and when they become fully grown teachers. The issues in focus are; the concept of teaching practice, why the need for teaching practice for student teachers, supervisors and supervision, supervisions and feedback, and challenges in supervision.

scholarly journals Assessment of outcome-based integrated design project

2019 ◽  
Vol 9 (1) ◽  
pp. 77
Author(s):  
Noordin Basir ◽  
Oh Chai Lian ◽  
Ja'afar Muhd Salmizi ◽  
Hamid Shaharin
Keyword(s):  
Student Performance ◽  
Integrated Design ◽  
Sample Analysis ◽  
Design Project ◽  
Outcome Based Education ◽  
Capstone Project ◽  
Undergraduate Programme ◽  
Course Outcomes ◽  
Programme Outcomes ◽  
Engineering Programme

Outcome-Based Education (OBE) implementation is one of the qualifying requirements for engineering programme accreditation in Malaysia.  Implementation of the OBE in Integrated Design Project (IDP) is essential in producing high quality engineering graduates that are able to meet the challenges especially in the era of Industry 4.0 in Malaysia.  IDP is the course offered to the final year students of undergraduate programme in Faculty of Civil Engineering, University Teknologi MARA.  This paper presents the mapping of the addressing Course Outcomes (CO) and Programme Outcomes (PO) to the scopes of assessment in a capstone project (CP) for IDP. The explicitness in the measurement of CO and PO in the course is demonstrated. The rubrics for the assessment of CP are also presented. Finally, evaluation of student performance in IDP particularly CP is discussed through a sample analysis of the CO and PO attainments.

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