scholarly journals A Radical Critique of the Learning Outcomes Assessment Movement

2014 ◽  
Vol 100 ◽  
pp. 146-152 ◽  
Author(s):  
Michael Bennett ◽  
Jacqueline Brady
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Colleges And Universities ◽  
Educational Process ◽  
Curriculum Mapping ◽  
External Evaluation ◽  
Learning Outcomes Assessment ◽  
Internal Review ◽  
Radical Critique

The Learning Outcomes Assessment (LOA) movement seems rather innocuous.  Teachers and administrators at colleges and universities are asked to articulate the goals, objectives, measures, and outcomes of the educational process at every level:  from the classroom to the department to the institution as a whole.  Educators engage in this process with the help of curriculum mapping or educational matrices or a host of other tools and templates provided by any number of readily available frameworks (see the website of the National Institute for Learning Outcomes Assessment for many examples).  The information gathered is then used to evaluate curricula, programs, instructors, and institutions for purposes of internal review and external evaluation.

scholarly journals Technological approach to development of adaptive e-learning system

2019 ◽  
Vol 66 ◽  
pp. 01014
Author(s):  
Victoria Shershneva ◽  
Yulia Vainshtein ◽  
Tatiana Kochetkova ◽  
Roman Esin
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Educational Process ◽  
Learning System ◽  
Assessment Model ◽  
Educational Content ◽  
Learning Outcomes Assessment ◽  
Content Model ◽  
Technological Approach ◽  
E Learning

Adaptation of learning process for students with regard to their individual characteristics has currently become topical. The article proposes a technological approach to development of adaptive e-learning system, principles of its elaboration and description its structure and components. The scientific novelty of the study consists in structuring the educational content as a hierarchy of terms, original methods and algorithms of adapting learning material, and the learning outcomes assessment model which provides for the assessment of the level of subject competence development. The structure of the system which includes the educational content model, the user model, the adaptation model, and the learning outcomes assessment model is presented in the article. The proposed approach to development the educational content model is based on the integration and development of the methods of logical-andgnoseological concept analysis with graph theory methods. The adaptive elearning course of a mathematical discipline is developed and implemented into educational process. System of web-based teaching includes a set of organizational and pedagogical conditions contributing for student to acquire knowledge and experience, to develop the skills which result in developing competence required for his or her professional activities. Materials of this study are of interest for both teachers who develop electronic educational courses and managers of educational institutions interested in implementing such courses into educational process

scholarly journals The modern state of learning outcomes assessment (the case of geologist education)

2021 ◽  
pp. 98-112
Author(s):  
Marianna Kuzko
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Educational Process ◽  
Assessment Methods ◽  
Assessment Procedure ◽  
Student Preparation ◽  
Learning Outcomes Assessment ◽  
Traditional Assessment ◽  
Information Assimilation ◽  
Methods Of Learning

Assessment is an important element of educational process. It evaluates the level of student preparation as well as influences its quality. The article focuses on methods of learning outcomes’ assessment. It is based on the results of the future geologists` curricula and syllabus analysis, observation of educational process, and the survey conducted among future geologists. The study shows the imperfection of the current summative assessment of future geologists and reveals the main reasons for competencies assessment` inefficiency. The list of the most common task types that are usually being used by educators for the learning outcomes assessment of future geologists is composed; and frequency rate of their use and the students’ attitude towards them is identified. Some explanations about students` bias toward the most popular (among educators) assessment methods are provided. The article proposes an assessment procedure suitable for vocational training of future geologists, starting from the assessment methods selection and up to educator`s feedback. The above assessment procedure could be useful not only for students of geology, but other fields as well. Considering the levels of information assimilation, the scale of conformity of assessment methods (tests, assignments) to the information assimilation levels has been developed and the list of tasks allowing to assess learning outcomes of geology students properly formulated. The concept of combining modern and more traditional assessment methods has been proposed.

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