scholarly journals Outcome-Based Engineering Education: A Global Report of International OBE Accreditation and Assessment Practices

2020 ◽  
Author(s):  
Junaid Qadir ◽  
Aamir Shafi ◽  
Ala Al-Fuqaha ◽  
Abd-Elhamid M. Taha ◽  
Kok-Lim Alvin Yau ◽  
...  
Keyword(s):  
United Arab Emirates ◽  
Mission Statements ◽  
International Perspective ◽  
Curriculum Planning ◽  
Faculty Members ◽  
Assessment Practices ◽  
Geographically Dispersed ◽  
Outcome Based Education ◽  
Assessment Strategies ◽  
Specific Education

In this research paper, we present—as a geographically dispersed set of academics working in nine different countries: namely, Pakistan, United Kingdom, United Arab Emirates, United States of America, Saudi Arabia, Singapore, Qatar, China, and Malaysia—a global international perspective on Outcome-based Education (OBE) accreditation standards, practices, and attitudes. The OBE paradigm is now the underlying paradigm followed by global accreditation efforts such as the Washington Accord (ratified in 1989). The shift to OBE is so pronounced that some education experts identify the shift to OBE and accreditation as one of the top 5 major changes of the last 100 years. Although OBE is often criticized for straitjacketing education, and resisted by hesitant faculty members suspecting additional burden, studies show that the OBE movement, on the whole, has helped in improving the educational standards and outcomes by ensuring proper planning of curriculum and assessment and their alignment with the program objectives and desired outcomes. OBE is also flexible in the sense that it does not dictate the choice of specific education strategies or teaching methods—it only says what should be the outcome. New OBE schemes have also diversified in response to early misgivings about OBE (related to excessive paperwork, and bean-counting-like auditing) and now admit diverse types of evidence (including qualitative and quantitative, formative and summative, formal and informal assessments). The aim of this work is to present a synthesis of the experiences of an international set of authors and the sharing of the global best practices in the field related to accreditation and assessment. An extensive internal survey was conducted to collect data from these international academics. After processing the data, we have organized our analysis as a discussion on a range of accreditation stages and artifacts including vision/mission statements, program objectives and outcomes, curriculum planning, educational assessment strategies, common pitfalls, and iterative continuous improvement. This paper will be a helpful starting guide for faculty members new to OBE, while also offering a broader perspective to experienced faculty members and administrators.

scholarly journals Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges

2020 ◽  
Vol 3 (1) ◽  
pp. 39-51
Author(s):  
Jennifer R. Newton ◽  
Mira Cole Williams ◽  
Danielle M Feeney
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Mastery Learning ◽  
Faculty Members ◽  
Assessment Practices ◽  
Traditional Assessment ◽  
Letter Grades ◽  
Grading Systems ◽  
Assessment Strategies ◽  
Traditional Assessments

Assessment and grading in higher education have traditionally focused on “A” through “F”, or point-based alpha-numeric letter grades and subjective, independent grading systems. Despite the ubiquity of this system, there are no universal guidelines on how to assess student learning on that scale. What can be problematic about “the way things have always been” is that students are frequently de-humanized; higher education faculty often focus on compliance and authoritarian teaching rather than engaging in the learning process alongside the students. In contrast, some faculty members have explored non-traditional assessment practices in their coursework to enhance the learning process and improve individualized student support. This article offers strategies for implementing non-traditional assessments, specifically mediated office hours, mastery learning, and ungrading strategies are addressed.

scholarly journals Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Cherry Zin Oo ◽  
Dennis Alonzo ◽  
Chris Davison
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Classroom Assessment ◽  
Intervention Group ◽  
Initial Teacher Education ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Supervising Teachers ◽  
Assessment Strategies

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

scholarly journals Teaching and Assessment through Online Platforms during the COVID-19 Pandemic: Benefits and Challenges

2021 ◽  
Vol 8 (4) ◽  
pp. 408-415
Author(s):  
Adebunmi Yetunde Aina ◽  
Ayodele Abosede Ogegbo
Keyword(s):  
Online Teaching ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Gauteng Province ◽  
Preparation Time ◽  
Case Methods ◽  
Face To Face ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Base Data

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching and assessment strategies for teaching university students through online platforms during the COVID-19 pandemic. This study has used a framework of SWOT (strength, weakness, opportunities, and threats) analysis as its theoretical base. Data was collected through semi-structured interviews with five lecturers from three universities in Gauteng Province, South Africa. The collected data was analysed using content analysis. This study found that lecturers were able to manage the teaching and assessment processes during the COVID-19 school restrictions, using a combination of platforms such as Blackboard-collaborate, WhatsApp, Kahoot, and Google Classroom. The findings also revealed that a wide variety of teaching and assessment methodologies, including small group work, collaborative learning, case methods, discussion posts, multiple choice quizzes, chats, game activities, open-ended questions, and essays were utilized on these platforms. Although the methodologies used for teaching and assessing on these platforms require additional preparation time, they also help increase interaction between students and enable immediate grading of scripts and student feedback. Further findings revealed that online assessment is highly susceptible to test/examination malpractices. This study provided recommendations helpful to policymakers, lecturers, and students regarding online teaching and assessment strategies.

scholarly journals Effective Implementation of Outcome-based Education: The Role of Faculty Awareness

2021 ◽  
Vol 4 (3) ◽  
pp. 380
Author(s):  
Srinivasa Pai P ◽  
Gururaj Upadhyaya
Keyword(s):  
Technical Education ◽  
Accreditation Body ◽  
Accreditation Process ◽  
Faculty Members ◽  
National Board ◽  
Technical Programs ◽  
Outcome Based Education ◽  
Autonomous Institution

Accreditation of technical institutions is very important to guarantee the quality of technical education that is being offered. Outcome based education (OBE) is followed in the delivery of technical education across all Institutions in India and the National Board of Accreditation (NBA), which is the nodal accreditation body for technical institutions in India follows outcome based accreditation (OBA) in the accreditation of technical programs. In the OBE and OBA, faculty constitutes the most important component and plays an important role in facilitation of the same. In this regard, the authors felt that there is a need to understand the level of awareness of faculty about the same and accordingly a survey was conducted among the faculty of the authors’ institution, which is an autonomous Institution and comes under Tier I scheme of NBA accreditation process. From among 285 faculty members, about 96 participated in the survey. This paper discusses the significance of faculty’s awareness and involvement in the accreditation process and implementation of OBE. The results of the survey indicate some interesting findings, which is discussed in detail. Some suggestions and guidelines are given at the end to increase the level of awareness and their involvement in the OBE and OBA processes respectively.

scholarly journals Online Remote Proctoring Software in the Neoliberal Institution: Measurement, Accountability, and Testing Culture

in education ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 23-40
Author(s):  
Cristyne Hébert
Keyword(s):  
Virtual Environments ◽  
Alternative Assessment ◽  
Faculty Members ◽  
Assessment Practices ◽  
Testing Environment ◽  
Post Secondary ◽  
Contemporary Research ◽  
Canadian Provinces ◽  
Remote Learning

As COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces andterritories, resulting in the shuttering of physical post-secondary campuses. Universities quicklypivoted to remote learning, and faculty members adjusted their instructional and assessmentapproaches to align with virtual environments. Presumably to aid with this process, a number ofinstitutions acquired licenses to remote online proctoring services. This paper examines theresearch around online remote proctoring, examining the justification offered for the adoption ofonline remote proctoring, and contemporary research on assessment practices in higher education.Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode ofassessment while also acknowledging shifts in the testing environment, and an increase in studentanxiety. I argue that online remote proctoring is not only embedded within neoliberalism and auditculture, but supports a continued reliance on testing culture. It concludes with a discussion ofassessment culture, offering some alternative assessment approaches that might disrupt the veryneed for online remote proctoring. Keywords: Online remote proctoring, assessment, testing

scholarly journals Investigating the ‘integration of theory and practice’ in examination physical education

2018 ◽  
Vol 25 (4) ◽  
pp. 1036-1055 ◽  
Author(s):  
Andrew Jones ◽  
Dawn Penney
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Learning Opportunities ◽  
Curriculum Planning ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Assessment Practices ◽  
Integrated Theory ◽  
Conceptual Clarity ◽  
Official Curriculum

This paper presents theoretical insights and empirical findings from research in Western Australia (WA) that explored the concept of ‘integrated theory and practice’ in the context of the introduction of a new examination physical education course. The lack of conceptual clarity associated with attempts to embed ‘integration’ into curriculum developments in examination physical education internationally provided a stimulus for this research. Focusing on a new Physical Education Studies course in WA, the research foregrounded the concept of policy enactment and used Arnold’s framework of learning in, through and about movement as a critical frame to investigate the specific notions of integration that were embedded in the official curriculum text and expressed in pedagogical practices in schools implementing the new course. The paper reports findings from the investigation of the pedagogic meanings that four teachers gave to ‘integrated theory and practice’. The data illustrate the varied meanings teachers gave to ‘integration’ and the differences consequently arising in their curriculum planning, teaching and assessment practices associated with the new Physical Education Studies course. Analysis of the data identified opportunistic, structured and investigative ‘integrated’ pedagogies. Data associated with each approach are presented and the expression of Arnold’s dimensions within each approach explored. Discussion pursues the conditions enabling different pedagogical practices to emerge from the new Physical Education Studies course and the learning opportunities provided to students by the different pedagogical approaches. The paper presents a case for further engagement with the pedagogical expression of Arnold’s framework by curriculum developers, researchers, teacher educators and teachers.

Building a Case of Student Experience for Sustainable Higher Education in Transnational Environment

2014 ◽  
pp. 597-611
Author(s):  
UmmeSalma Mujtaba
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Host Country ◽  
Student Experience ◽  
Mission Statements ◽  
Student Choice ◽  
First Year ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education

This chapter sets ground to realize the exceptional significance of students to international branch campuses, which is a popular mode of transnational higher education. Mission statements of different international branch campuses are analyzed that converge on the fact that most of these institutions irrespective of the host country perceive student as their priority. The chapter then moves on to explaining student choice, in a situation where number of international branch campuses co-exist in a home country, such as the case of United Arab Emirates that hosts 19% of the world’s current branch campuses (Observatory, 2012). This information is then employed to expound how international branch campuses can progressively build student experience. Within this chapter, readers can find steps to build student experience in the first year of operation, followed by fine steps that can assist in progressively developing student experience. The chapter then addresses the significance of students in transnational higher education and how this can be developed, leveraged, and converted to be a potent tool such as to ensure sustainable branch campuses (a form of transnational higher education).

Effects of Assessment on Collegiate Recreation Programs

2014 ◽  
Vol 38 (1) ◽  
pp. 82-95
Author(s):  
Dallin George Young ◽  
Laura A. Dean ◽  
Douglas Franklin ◽  
William Kyle Tschepikow
Keyword(s):  
Professional Development ◽  
Mission Statements ◽  
Descriptive Study ◽  
Assessment Practices ◽  
Professional Literature ◽  
Institution Type ◽  
Current Assessment ◽  
Recreation Programs ◽  
Recreation Professionals ◽  
Collegiate Recreation

Collegiate recreation professionals were surveyed to determine whether, how regularly, and by what means they were conducting assessment. This descriptive study explored current assessment practices; surveyed resources used in assessment, including specific attention to CAS materials; and reported outcomes of assessment activities. Results indicated that more than 90% of respondents were engaged in assessment, regardless of institution type. Professional literature, professional development activities, and assessment teams were the most frequently used resources; approximately 40% reported using CAS materials. Most frequently reported outcomes of assessment were generally related to student staffing. Respondents also indicated that mission statements and professional staffing changed less frequently as a result of assessment efforts. Implications for the practice of assessment in collegiate recreation programs are discussed.

scholarly journals The benefits and pitfalls of a multicultural teaching faculty and a monocultural student population: An interpretive analysis of tertiary teachers’ and students’ perceptions in the United Arab Emirates

2015 ◽  
Vol 3 (3) ◽  
pp. 69-84
Author(s):  
P. J. Moore-Jones
Keyword(s):  
United Arab Emirates ◽  
Intercultural Competence ◽  
Tertiary Education ◽  
Faculty Members ◽  
Student Body ◽  
University Environment ◽  
Cultural Assumptions ◽  
Interpretive Analysis ◽  
Teachers And Students ◽  
Teaching Faculty

Abstract Emirati students at public universities have a wide demographic of faculty members teaching them courses in their second language, English. These faculty members bring with them their own cultural assumptions, epistemologies and use of language which at times are in stark contrast to those of the students. The aim of the research is to shed light on the effects that a multicultural faculty have on a monocultural student body and vice versa. This study looks at both faculty and students’ perceptions of public tertiary education in the UAE. Namely, the research questions surround themes regarding the benefits and pitfalls of multiculturalism in a university environment. Contentions are made based on qualitative data received regarding the levels of intercultural competence of both faculty and students. Noted are the importance of intercultural competence, how and why it is significant to have not only as a globalized member of a multicultural teaching faculty but how and why it is a central skill the fresh graduates must develop during their undergraduate careers.

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