Measuring learning outcomes: bridging accreditation requirements and LMS functionalities

Abstract

Purpose This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO. Design/methodology/approach A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation. Findings The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users. Originality/value This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

University Campus Life and Activities Aligned with Students’ Preferences towards Designing Competency Model Framework

“…The researchers conducted a focus group interview with ten students representing different academic programs. The interview transcript was analysed to interpret the results in the given context, using deductive qualitative analysis ((El Marsafawy, Roy, & Ali, 2022). A summary of the interview transcript is presented below:…”

Щодо Питання Акредитації Калібрувальних Та Вимірювальних Лабораторій: Загальний Аспект

“…Із зарубіжних авторів варто відзначити такі роботи як: Sartori S., Pfeifer T., Crossman M., KBr K. canuto, Ferraris, Gallorini M., Moretti Laura, Peisino, Ferrero C., Balsamo A., Pogliano U. [6], GROUP EA-LC, Ferrero C. [7], Karaaoui Abdul, Assaf Nada [8], Makokha Ernest, Ondondo Raphael, Kimani Daniel, Gachuki Thomas, Basiye Frank, Njeru Mercy, Junghae Muthoni, Downer Marie, Umuro Mamo, Mburu Margaret, Mwangi Jane [9], Oliver Anthony [10], Grochau Ines, Leal Dayane, Caten Carla [11], Tanhehco Yvette, Schwartz Joseph [12], Richter Karol, Erard Luc, Ferrero C., Cofrac Gabriel, Crossman Mike [13], Moreno Silva Patricia, Uribe Ardila Alfredo [14], El Marsafawy Hesham, Roy Rumpa, Ali Fahema [15], Caten Carla [16] [17,18,19] Процес акредитації має кілька переваг [17], як було зазначено раніше, однак найважливішою з них є переваги для клієнта/клієнтів, які використовують послуги лабораторії. Перевагами можуть бути підвищена довіра клієнтів до звітів про випробування, виданих лабораторією, і це призводить до потенційного зростання бізнесу завдяки підвищенню довіри клієнтів і задоволеності.…”