Assessing Program Learning Outcomes: A Tale of Self-Discovery

Denicoló, Glenda

doi:10.1119/1.5084929

Cited by 4 publications

(7 citation statements)

References 8 publications

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“…The measurement model and structural model were validated using empirical data and met the criterion suggested by [17]. The study revealed a relationship between PEOs and PLOs, and the findings were in tandem with [10], [11], and [12]. The results indicated that the relationship of PEOs and PLOs was statistically significant.…”

Section: Discussionmentioning

confidence: 84%

“…In establishing the relationship between PLOs and PEOs in the form of SEM, the study examines the relevant literature on OBE, PEOs and PLOs. As stated by [10], [11], [12], the PLOs and PEOs are linked in the sense that the development of PLOs must take into consideration of PEOs and OBE. [13] revealed that Course Learning Outcomes (CLOs), PLOs and PEOs are an interrelated learning outcomes of curriculum design.…”

Section: Purpose Of the Studymentioning

confidence: 99%

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Assessing the Relationship between Program Education Objectives and Program Learning Outcomes in Outcome-Based Education Using Partial Least Squares-Structural Equation Model

Mohamed¹,

Zain²,

Yahya³

et al. 2019

IJITEE

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Institution of higher learning in Malaysia has implemented an Outcome-Based Education (OBE) since 2007. Among the crucial components of OBE were the Program Education Objectives (PEOs) and Program Learning Outcomes (PLOs). The development of PEOs has to take into consideration the involvement of stakeholders, in order to address their needs and requirements and also must in line with the institutional vision and mission. PLOs, on the other hand, has to be aligned with PEOs to attain OBE. The study withal strive the relationship between PLOs and PEOs in OBE by using Partial Least Squares-Structural Equation Model (PLS-SEM) approach as the sample size was too small to utilize Structural Equation Modelling-Analysis of Moment Structure (SEM-AMOS). A simple random sampling was used to select 90 teachers throughout Malaysia. The selected teachers were a graduate of Sultan Idris Education University's (UPSI) Mathematics Education Degree (BEd Maths). From the analysis, it revealed that all the relationships in the developed model were significant at p<0.001. The results indicated that the developed model was strengthened by empirical analysis and in parallel with the preceding findings and theoretical framework. Apart of PEOs and PLOs path model, the study also successfully validated all the indicator variables depicted in PEOs and PLOs measurement model. This study had successfully developed and evaluated PEOs and PLOs relationship in OBE by means of structural equation model through PLS-SEM approach. In conclusions, the relationship between PEOs and PLOs can not only be expressed qualitatively, but also be modeled in the structural equation.

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Section: Discussionmentioning

confidence: 84%

Section: Purpose Of the Studymentioning

confidence: 99%

Assessing the Relationship between Program Education Objectives and Program Learning Outcomes in Outcome-Based Education Using Partial Least Squares-Structural Equation Model

Mohamed¹,

Zain²,

Yahya³

et al. 2019

IJITEE

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“…, 2022a , b ). PLOs can be used to create and update curricular maps, design and implement assessment plans, and refine curriculum and co-curricular supports based on the results of assessment ( Towns, 2010 ; Johnson and Envick, 2014 ; Denicoló, 2019 ). In addition, PLOs communicate the main goals of a degree to current and prospective students of the program, as well as instructors, staff, parents, and other stakeholders involved in the degree program ( Praslova, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

“…However, we choose to use the term “program learning outcome” or “PLO” in our work to refer to any set of goals, objectives, or competencies that an undergraduate biology degree program lists for its degree. We choose this term because of its use in past literature ( Denicoló, 2019 ) and because the term “outcome” is the term most commonly referenced among the major accreditation bodies ( Table 5 ). Similarly, we incorporate a broad, inclusive definition of this term, given our goals of characterizing what undergraduate biology programs are listing and communicating to students and faculty about different programs’ intended aims.…”

Section: Introductionmentioning

confidence: 99%

Insight from Biology Program Learning Outcomes: Implications for Teaching, Learning, and Assessment

Clark

Hsu

2023

LSE

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“…Under the applicable curriculum standards, characteristics of skills are formulated into two types, namely general and specific skills. Assessment of the achievement of PLO is essential; unfortunately, there are not many publications on this subject [4].…”

Section: Introductionmentioning

confidence: 99%

Condition of Program Learning Outcomes of Physical Education Study Program from Alumni Perspective

Suroto¹,

Prakoso²,

Sudarso³

et al. 2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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The completeness of the Program Learning Outcomes (PLO) listed in the curriculum in a study program has been monitored through assessments carried out in each subject for students. Assessment is objective from one side of the lecturer based on students' performance attending theoretical lectures and learning experiences on campus. PLO needs to be updated according to the progress of the times continuously. The purpose of writing this article is to describe the completeness of the alumni of the study program in achieving PLO contextually when they became PE teachers at school. This descriptive research data collection uses a survey method to 73 PE teachers with essential characteristics consisting of graduation period, gender, school status, school accreditation, teacher experience, employment status, teacher level of education, amount of teaching hours, school level. Closed questionnaires were used as research instruments prepared based on the PLO applicable in the curriculum of the study program. Data analysis used percentage, chi-square, and spearman correlation. The results show that four PLOs (PLO-6, 7, 9, 10) are influenced by the variable of teacher teaching experience. The correlation that occurs is negative. That is, the longer the teaching experience, the more incomplete the PLO required. So it can be concluded that the PLO curriculum of the study program must be upgraded according to the needs of PE teachers while carrying out their duties at school.

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Assessing Program Learning Outcomes: A Tale of Self-Discovery

Cited by 4 publications

References 8 publications

Assessing the Relationship between Program Education Objectives and Program Learning Outcomes in Outcome-Based Education Using Partial Least Squares-Structural Equation Model

Assessing the Relationship between Program Education Objectives and Program Learning Outcomes in Outcome-Based Education Using Partial Least Squares-Structural Equation Model

Insight from Biology Program Learning Outcomes: Implications for Teaching, Learning, and Assessment

Condition of Program Learning Outcomes of Physical Education Study Program from Alumni Perspective

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