Learning Objective and Assessment Linkage: Its Contribution to Meaningful Student Learning

Sewagegn, Abatihun Alehegn

doi:10.13189/ujer.2020.081104

Cited by 24 publications

(21 citation statements)

References 8 publications

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“…Intended Learning outcomes are valuable to instructors and learners at university in terms of informing both of them about what is expected from a module pertinent to teaching, learning, and assessment (Sewagegn, 2020). Lindholm (2009) believes that although the practical value of learning outcomes lies in assessment contexts, learning outcomes are increasingly accepted at university level due to various reasons:…”

Section: The Significance Of Learning Outcomesmentioning

confidence: 99%

“…It is essential to inform both university teachers and learners about what is expected from a module in relation to teaching, learning, and assessment via focusing on learning outcomes (Sewagegn, 2020). Course or module learning outcomes are specific, measurable statements that describe students' demonstrable behaviours anticipated happening at the end of a course or module (Stefani, 1999;McMahon & Thakore, 2006).…”

Section: Articulating Intended Learning Outcomesmentioning

confidence: 99%

“…Before teaching a course, stating its learning outcomes to students is pedagogically advised as the assessment is implemented based on the stated outcomes (Sewagegn, 2020). Stefani (1999) believes that teachers should provide transparency for students regarding the intended learning outcomes and the way they are aligned with assessment tasks in any course or programme.…”

Section: Aligning Assessment To Learning Outcomesmentioning

confidence: 99%

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An Investigation of Constructive Alignment between Learning Outcomes and Assessment in English Department Modules

2022

ZJHS

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Before the 21 st century education reform, most university teachers considered assessment quality to be based on studied material comprehensiveness. The current requirements of society and market have given rise to a considerable change in dealing with and assessing information at university level from content memorisation to using the content information in daily life to do various tasks; for instance, solving problems, applying studied information to new situations, and evaluating it. In the Iraqi Kurdistan Region, such a shift in assessment quality is rarely perceived as a way of preparing university students for the present labour market, especially in terms of focusing on the course-syllabus learning outcomes (CSLO) and final written examinations (FWE). This could be due to the fact that the university examination questions of the region are not currently reviewed by the quality assurance of college or the scientific committee of department as part of education quality. Thus, at the absence of quality control, some instructors may design examination questions the way they prefer as university students complain about the differences in the difficulty level of various examination questions. Through content analysis, the present study investigates the quality of learning outcomes stated in the course syllabi, the knowledge depth in final examination questions, the alignment extent between FWE and CSLO in terms of knowledge depth. Additionally, it studies the instructors' perceptions and practices of constructive alignment via using an interview, at English Department, College of Basic Education, Salahaddin University-Erbil for the academic year 2020-2021. Both quantitative and qualitative methods have been used for data collection and analysis in this study. Among the study findings are that university teachers are unaware of the constructive alignment between the learning outcomes of a module and its summative assessment questions; and they largely focus on lower thinking skills, rather than higher thinking skills of the revised Bloom's cognitive taxonomy in their written examination questions. To improve the quality of constructive alignment between learning outcomes and assessment, several recommendations are finally put forward.

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Section: The Significance Of Learning Outcomesmentioning

confidence: 99%

Section: Articulating Intended Learning Outcomesmentioning

confidence: 99%

Section: Aligning Assessment To Learning Outcomesmentioning

confidence: 99%

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An Investigation of Constructive Alignment between Learning Outcomes and Assessment in English Department Modules

2022

ZJHS

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“…Tujuan dari kegiatan evaluasi ini adalah untuk mengetahui apakah tujuan yang telah dirumuskan itu tercapai atau belum dan apakah materi pelajaran yang diajarkan di kelas sudah tepat. Untuk dapat melakukan kegiatan evaluasi, tentu saja dibutuhkan suatu alat (Sewagegn, 2020). Alat yang digunakan dalam kegiatan evaluasi ini dapat kita sebut sebagai instrumen.…”

Section: Penguasaan Konsep Local Wisdomunclassified

Pendampingan Guru Dalam Pemahaman Konsep Local Wisdom Dan Penyusunan Soal Berbasis Hots Sebagai Upaya Mengembangkan Berpikir Kreatif Siswa SMP Kota Ambon

Papilaya¹,

Smith

Tuapattinaya

et al. 2022

pakem

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Assessment is an important component in the learning process. The type of assessment provided must be in accordance with the characteristics of the subject and learning outcomes. Teachers' understanding of science concepts and preparation of HOTS questions is needed in the process of assessing student achievement. Learning in the small islands of Maluku requires teacher strategies in understanding the concept of local wisdom and preparing HOTS-based science questions as an effort to develop students' creative thinking skills in understanding local wisdom concepts and preparing HOTS-based science questions to develop students' creative thinking skills. The training and mentoring is carried out with a classical in-service training pattern, and on the job learning. The results of the service show that the ability of teachers to analyze local wisdom materials varies and needs to be assisted because they do not understand developing HOTS questions, and are used as guidelines for the success of the learning process for local wisdom materials

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“…Adult learning theory and instructional design best practices have long established that effective assessment techniques are linked to desired learning outcomes [1][2][3][4][5][6][7]. Additionally, assessments should be constructed in a manner that can actually measure student learning of material.…”

Section: Introductionmentioning

confidence: 99%

Video killed the multiple-choice quiz: capturing pharmacy students’ literature searching skills using a screencast video assignment

Jones

Wisniewski

2021

jmla

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Background: In a flipped, required first-year drug information course, students were taught the systematic approach to answering drug information questions, commonly utilized resources, and literature searching. As co-coordinator, a librarian taught three weeks of the course focused on mobile applications, development of literature searching skills, and practicing in PubMed. Course assignments were redesigned in 2019 based on assessment best practices and replaced weekly multiple-choice quizzes used in prior iterations of the course.Case Presentation: Following two weeks of literature searching instruction, students were assigned a drug information question that would serve as the impetus for the search they conducted. Students (n=66) had one week to practice and record a screencast video of their search in PubMed. Students narrated their video with an explanation of the actions being performed and were assessed using a twenty-point rubric created by the course coordinator and librarian. The librarian also created general feedback videos for each question by recording screencasts while performing the literature searches and clarifying troublesome aspects for students. The librarian spent about twenty-four hours grading and six hours writing scripts, recording, and editing feedback videos.Conclusion: Most students performed well on the assignment and few experienced technical difficulties. Instructors will use this assignment and feedback method in the future. Screencast videos proved an innovative way to assess student knowledge and to provide feedback on literature searching assignments. This method is transferrable to any medical education setting and could be used across all health professions to improve information literacy skills.

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Learning Objective and Assessment Linkage: Its Contribution to Meaningful Student Learning

Cited by 24 publications

References 8 publications

An Investigation of Constructive Alignment between Learning Outcomes and Assessment in English Department Modules

An Investigation of Constructive Alignment between Learning Outcomes and Assessment in English Department Modules

Pendampingan Guru Dalam Pemahaman Konsep Local Wisdom Dan Penyusunan Soal Berbasis Hots Sebagai Upaya Mengembangkan Berpikir Kreatif Siswa SMP Kota Ambon

Video killed the multiple-choice quiz: capturing pharmacy students’ literature searching skills using a screencast video assignment

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