Aligning assessment with learning outcomes in outcome-based education

Crespo, Raquel M.; Najjar, Jad; Derntl, Michael; Leony, Derick; Neumann, Susanne; Oberhuemer, Petra; Totschnig, Michael; Simon, Bernd; Gutiérrez, Israel; Kloos, Carlos Delgado

doi:10.1109/educon.2010.5492385

Cited by 60 publications

(44 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This perspective emphasizes the relevance of the process for its results. Previous research suggested outcome-centered testing as formative assessment of competence developments [10]. However, these approaches appear to be limited, because of the active nature of competence development.…”

Section: Introductionmentioning

confidence: 99%

Activity-Based Learner-Models for Learner Monitoring and Recommendations in Moodle

Florián

Glahn

Drachsler

et al. 2011

Towards Ubiquitous Learning

View full text Add to dashboard Cite

Abstract. In technology-enhanced learning, activity-based learner models can provide evidence for competence assessment. Such models are the foundation for learning and teaching support, such as: adaptation, assessment, and competence analytics, recommendations, and so on. This paper analyses how to construct activity-based learner models based on existing data in the Moodle learning management system. Based on the activity theory model and the actuator-indicator model, aggregators of learner activities for different activity types were implemented in Moodle. This requires the consideration of the social roles in a course, in order to enable adaptive views for learners and instructors on the stored activity information. The implementation showed that Moodle stores information about course activities that requires filtering before it can get used for higher level processing. The social planes in Moodle reveal a higher complexity than it has been previously described by theories of classroom orchestration, such as actors who are no longer present in a course.

show abstract

Section: Introductionmentioning

confidence: 99%

Activity-Based Learner-Models for Learner Monitoring and Recommendations in Moodle

Florián

Glahn

Drachsler

et al. 2011

Towards Ubiquitous Learning

View full text Add to dashboard Cite

show abstract

“…All the curriculums and instructional approaches are designed to best facilitate students to attain the desired learning outcomes [10]. OBTL signifies a paradigm shift from the traditional teaching and learning approach which is teacher-centered and objectives-based, to a student-centered approach under which students are given more autonomy in determining their own learning trajectories and learning goals so that students' learning experiences can be more dynamic [11].…”

Section: Statement Of Problemmentioning

confidence: 99%

Supplementary Outcome-based Resource Material in Reading Comprehension

Vizcarra¹,

Dials²

2017

IJLLL

View full text Add to dashboard Cite

Abstract-Using the Research and Development (R&D)Methodology, this study aimed to develop a supplementary outcome-based resource material in reading comprehension. Specifically, it determined the trend of the National Achievement Test results in English as a basis in the identification of the reading comprehension competencies that were included in the supplementary resource material. It also assessed the validity of the material in terms of its objectives, activities, instructional characteristics and evaluative characteristics.The main instrument used in the study is the content validation instrument which was later used to validate the content of the supplementary resource material developed. Weighted mean was used in the analysis of the content validation results.

show abstract

“…Students used to solve the given task with the same approach i.e. the method was Fixed, they lack in realizing the need of doing that experiment what is the learning objective and Enquiry Based Approach for Enhanced Learning in DBA Laboratory: A Case Study outcome [7]. Is rarely to have a correlation-ship with students to know What is expected knowledge to be achieved at the end of the course.…”

Section: Introductionmentioning

confidence: 99%

“…Outcome based assessment means that the assessment process must be aligned with the learning outcomes. This means that it should support the learners in their progress (formative assessment) and validate the achievement of the intended learning outcomes at the end of the process (summative assessment) [7] Students become less prone to ask questions as they move through the grade levels. First of all we need to make changes in our curriculum to adopt OBE [6].…”

Section: Introductionmentioning

confidence: 99%