TY - JOUR
T1 - Outcomes-based assessment and learning
T2 - Trialling change in a postgraduate civil engineering course
AU - El-Maaddawy, Tamer
AU - Deneen, Christopher
N1 - Publisher Copyright:
© 2017, University of Wollongong. All rights reserved.
PY - 2017
Y1 - 2017
N2 - This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning.
AB - This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning.
KW - Assessment
KW - Learning
KW - Outcomes-based
KW - Perception
KW - Student feedback
UR - http://www.scopus.com/inward/record.url?scp=85018247938&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85018247938&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85018247938
SN - 1449-9789
VL - 14
JO - Journal of University Teaching and Learning Practice
JF - Journal of University Teaching and Learning Practice
IS - 1
M1 - 10
ER -