scholarly journals IMPLEMENTATION OF NATIONAL HIGHER EDUCATION STANDARD IN ELECTRONICS: STUDENTS’ PERCEPTIONS OF LEARNING OUTCOMES

2020 ◽  
pp. 43-49
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Development Program ◽  
Assessment Criteria ◽  
Self Assessment ◽  
Education Standards ◽  
Knowledge And Skills ◽  
Undergraduate Engineering ◽  
New Policies

Recently, Ukrainian higher education institutions (UHEI) have undergone major changes in revising and implementing new policies, concerning the outcome-oriented reform in the national higher education standards (NHES). This paper describes research, conducted in Ukraine to collect the data on how new NHES in Electronics and program-based outcomes are perceived by undergraduate engineering students’ in terms of achieving their learning outcomes. The results of the study suggest that while the importance of implementing outcome-oriented initiative is highly supported and documented by the UHEI, students do not see the clear relation of program-based outcomes to the acquired knowledge and skills. Regardless of their apparent unawareness of program-based outcomes, students claim to be able to demonstrate their acquired knowledge and skills in practice, which is supported by self-assessment of their progress as well as the data on students’ average grades. Additionally, the study shows that program-based outcomes are rarely used to assess students’ performance as the outcomes do not align with the assessment criteria. The study indicates that students’ awareness of higher education learning outcomes, based on NHES in Electronics Engineering (EE) programmes, is generally underestimated both by students and course developers. The results unveil the need to introduce a professional development program in order to train EE course developers to adequately implement NHES outcomes in designing EE courses as well as make existing assessment criteria outcome-oriented.

Assessing the Awareness of Risk Concepts by New Engineering Students

2007 ◽  
Vol 35 (3) ◽  
pp. 184-197 ◽  
Author(s):  
Graham Schleyer ◽  
Rui Fang Duan ◽  
Julian Williamson ◽  
Nicola Stacey
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Professional Lives ◽  
Undergraduate Engineering ◽  
Key Stakeholders ◽  
Risk Education ◽  
Set Up ◽  
The Uk ◽  
Academic Year

There is an indication that across higher-education engineering courses in the UK, the extent and content of risk education varies, and is not always commensurate with the level of risk that undergraduates could be responsible for in their subsequent professional lives. Consequently, a project was set up to incorporate risk education into the curriculum of an undergraduate engineering course in a UK university for the 2005/06 academic year. A set of learning outcomes was developed from a template of topic areas in consultation with key stakeholders. These learning outcomes formed the basis of a questionnaire that was designed to assess students' awareness of risk issues. This paper describes the development of the questionnaire, the interpretation of the results, and how the questionnaire will be used to help achieve the desired learning outcomes.

scholarly journals Self-assessment based on language learning outcomes: a study with first year engineering students

2010 ◽  
pp. 133 ◽  
Author(s):  
Pilar Durán Escribano ◽  
Joana Pierce McMahon
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Bologna Process ◽  
First Year ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Self Assessment ◽  
Language Courses ◽  
The Bologna Process

As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.

scholarly journals Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity

2020 ◽  
Vol 10 (1) ◽  
pp. 19 ◽  
Author(s):  
Sofie Pedersen ◽  
Mads Hobye
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Assessment Criteria ◽  
Project Work ◽  
Research Focus ◽  
Assessment Criterion ◽  
External Examiner

Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.

Tiptoeing through the TULIPS: Aiming for Autonomy through Assessment in EFL Higher Education

10.47908/9/10 ◽  
2013 ◽  
pp. 179-207
Author(s):  
Carol Everhard
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Assessment Process ◽  
Assessment Criteria ◽  
European Language ◽  
Self Assessment ◽  
Assessment And Evaluation ◽  
Self Evaluation ◽  
Efl Students ◽  
Evaluation Of Learning

Involving students in the assessment process can pose a challenge both to the learners and their instructors as it goes against the grain of the testing, assessment and evaluation (TEA) processes with which they are familiar. While the European Language Portfolio (ELP) encourages reflection on what has been learnt and self-evaluation of learning progress and achievements, using criteria checklists, it stops short of awarding real grades to peers and selves. Indeed, information about peer-assessment and self-assessment of the productive skills is scant, particularly with regard to EFL higher education (HE). Such moves towards assessment bring both the instructor and the learners to unfamiliar terrain, which must be carefully engineered and negotiated, like tiptoeing through a field of tulips, which requires Trust, Understanding and Learning through, and Investment in, Peer-assessment and Self-assessment processes. In this way, learners become less reliant on others to evaluate their progress, more self-directed and, ultimately, assume a greater degree of autonomy. Evidence from the Assessment for Autonomy Research Project (AARP), involving students in peer- and self-assessment of writing and speaking skills, using pre-determined assessment criteria checklists, seems to suggest that recalibration of assessment power can help promote autonomy amongst EFL students at HE level.

Learning outcomes and assessment methodology: Case study of an undergraduate engineering project

2018 ◽  
Vol 56 (2) ◽  
pp. 140-162 ◽  
Author(s):  
Syed Rameez Naqvi ◽  
Tallha Akram ◽  
Sajjad Ali Haider ◽  
Wilayat Khan ◽  
Muhammad Kamran ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Vision System ◽  
Engineering Problem ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Engineering Project ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Outcome Based Education

Considering the effectiveness of outcome-based education and its increasing implementation in higher education, we propose a set of course learning outcomes that may be related to any engineering problem, in particular the final year project in undergraduate engineering programs. We also show how these outcomes may be mapped to program learning outcomes identified by the Washington Accord. Our case study is an embedded vision system developed by our own group, which we assess against these outcomes using the proposed self-assessment report rubrics. We conclude by presenting assessment reports for our project from two expert academics showing how well it managed to attain the course learning outcomes. This work is intended to give students a direction to professionally as well as ethically approach a particular design problem, and at the same time help the instructors evaluate their students’ projects by simply adopting the proposed assessment methodology.

scholarly journals Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan

2020 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Carolyn M. Porta ◽  
Erin M. Mann ◽  
Rohina Amiri ◽  
Melissa D. Avery ◽  
Sheba Azim ◽  
...  
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Workforce Development ◽  
Health Care Providers ◽  
Development Program ◽  
Care Providers ◽  
Health Care Workforce ◽  
Knowledge And Skills ◽  
Laboratory Technology ◽  
The University

Despite ongoing insecurity, Afghanistan has demonstrated improvement in health outcomes. Reasons for this success include a strategic public-private health service delivery model and investment in Afghan health care workforce development. Afghan universities have the primary responsibility for ensuring that an adequate health care workforce is available to private and public health care delivery settings. Most entry-level health care providers working in Afghanistan are educated within the country. However, university constraints, including faculty shortages and limited access to professional development, have affected both the flow of the health care workforce pipeline and the skill levels and competencies of those who do enter the workforce. Aware of these constraints and workforce needs, the administration at Kabul University of Medical Sciences (KUMS), working in collaboration with the Ministry of Higher Education, prioritized investment in strengthening technical and academic capabilities within four faculties (anesthesiology, dentistry, medical laboratory technology, and midwifery). KUMS partnered with the University of Minnesota in 2017 with United States Agency for International Development support through the University Support and Workforce Development Program. Together they established a unique training-of-trainers (TOT) faculty development program to improve faculty knowledge and skills specific to their technical expertise, as well as knowledge and skills in instructional design and research methods. In this article, we describe the successes and challenges associated with partnership development, implementation, and sustainability. 

scholarly journals Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

2020 ◽  
Vol 62 (6) ◽  
pp. 617-630
Author(s):  
María-del-Mar Camacho-Miñano ◽  
Cristina del Campo ◽  
Elena Urquía-Grande ◽  
David Pascual-Ezama ◽  
Murat Akpinar ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Financial Accounting ◽  
Assessment Criteria ◽  
Education Students ◽  
Multivariate Statistical ◽  
Teaching Resources ◽  
Content Type ◽  
Training Courses ◽  
Creativity And Innovation

PurposeThe purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.Design/methodology/approachA survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.FindingsFirst, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.Research limitations/implicationsThe sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.Practical implicationsThere are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.Originality/valueOur findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

scholarly journals Learning Outcomes of African Engineering Students in a Chinese Context: A Qualitative Study

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Jiabin Zhu ◽  
Bo Yang ◽  
Niancai Liu
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Cultural Knowledge ◽  
African Students ◽  
Chinese Context ◽  
Higher Education System ◽  
Cross Cultural Communication ◽  
Internationalisation Of Higher Education ◽  
One Belt One Road

China’s ‘One Belt, One Road’ national strategy has brought about both opportunities and challenges to its higher education system and that of neighbouring countries. Increased internationalisation of higher education has resulted in Chinese universities attracting a large number of international students, including those from Africa. However, few studies have been conducted to assess the learning outcomes of African students in a Chinese context. This article provides insight into African engineering students’ self-reported learning outcomes and experiences after studying in China. The fndings reveal that academic and cultural knowledge, cross-cultural communication skills, teamwork skills and changes in personalities and professional vision are common areas of development. The article concludes with recommendations for the design of effective learning experiences. La stratégie nationale chinoise “une ceinture, une route” a généré des opportunités et des défs pour son système d’enseignement supérieur et celui des pays voisins. Avec l’internationalisation croissante de l’enseignement supérieur, les universités chinoises attirent un grand nombre d’étudiants internationaux, y compris des étudiants en provenance d’Afrique. Cependant, peu d’études ont tenté d’évaluer les acquis de l’apprentissage des étudiants africains dans le contexte chinois. Cet article offre un aperçu des acquis autodéclarés des étudiants ingénieurs africains et de leur expérience des études en Chine. Les résultats de ce projet exposent plusieurs domaines communs de développement : les connaissances académiques et culturelles, les compétences de communication interculturelle, la capacité à travailler en équipe et des changements de visions professionnelle et académique. Cet article conclut par des recommandations visant à créer des expériences d’apprentissage efcaces.

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