The Assessment of Learning Outcomes in Australia

Martin, Linley; Mahat, Marian

doi:10.1177/2332858416688904

Cited by 19 publications

(7 citation statements)

References 12 publications

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“…Customer focus "is a core element of the design, manufacturing, marketing, and service processes, and it begins with finding the "voice of the customer" [16]. Service quality, from a" customer focus "point of view, is an expectation based on Customers comparing perceived results with expected service and determines its satisfaction with service quality [17]. At the customer and market focus perspective, the program has provided a comprehensive answer for the development of teaching and learning processes [18].…”

Section: G Results Of the Malcolm Baldrige Modelmentioning

confidence: 99%

Self Assessment of Outstanding Teachers Competition Program Using the Malcolm Baldrige Model

Aliyyah¹,

Rasmitadila²,

Humaira³

et al. 2021

Proceedings of the 3rd Annual International Conference on Public and Business Administration (AICoBPA 2020)

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The government program is mostly based on the supply model in which the program has already been created, and the following institutions just carry out the program as instructed. This research is aimed to assessing the outstanding competition program using the Malcolm Baldrige model. The model used is the seven model uses in the quality assessment includes; leadership, strategic planning, customer and market focus, measurement, human resource focus, process management, and results. The research concludes that there needs more improvement in the outstanding teacher's competition, especially from a strategic point of view in which the while stakeholders must be aware of how the program is about to run. The program analysis using the Malcolm Baldrige model can be seen as a sound and comprehensive study that will enhance the betterment of the continuity of the program. It will also help relevant parties to focus on improvement and communication efforts in the most critical areas. Also, identify some ideas for improvement and identify opportunities for future program innovation.

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Section: G Results Of the Malcolm Baldrige Modelmentioning

confidence: 99%

Self Assessment of Outstanding Teachers Competition Program Using the Malcolm Baldrige Model

Aliyyah¹,

Rasmitadila²,

Humaira³

et al. 2021

Proceedings of the 3rd Annual International Conference on Public and Business Administration (AICoBPA 2020)

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show abstract

“…The lack of consistency in assessing skills and outcomes in higher education in Australia is a recognised problem (Martin & Mahat, 2017). The significant challenges identified were: the high degree of autonomy afforded to academics to design assessment, the lack of generalised testing methods, and the common use of a bottom-up model for specifying assessment (Martin & Mahat, 2017). The authors also acknowledged that it is a challenge for academics involved in teaching to stay abreast of current technologies and education literature (Henderson & Dancy, 2008).…”

Section: Introductionmentioning

confidence: 99%

Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding

Gunning

Conlan

Collins

et al. 2022

Int J Educ Technol High Educ

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A STEM-based faculty in an Australian university leveraged online educational technology to help address student and academic concerns associated with team-based assessment. When engagement and contribution of all team members cannot be assured, team-based assessment can become an unfair and inaccurate measure of student competency. This case study explores the design and capacity of an online self and intra-team peer-assessment of teamwork strategy to measure student engagement and enable peers to hold each other accountable during team-based assessments. Analysis of student interactions across 39 subjects that implemented the strategy in 2020, revealed that an average of 94.4% of students completed the self and intra-team peer-assessment task when designed as part of a summative team-based assessment. The analysis also revealed that an average of 10.3% of students were held accountable by their peers, receiving feedback indicating their teamwork skills and behaviours were below the required minimum standard. Furthermore, the strategy was successfully implemented in cohorts ranging from seven to over 700 students, demonstrating scalability. Thus, this online self and intra-team peer-assessment strategy provided teaching teams with evidence of student engagement in a team-based assessment while also enabling students to hold each other accountable for contributing to the team task. Lastly, as the online strategy pairs with any discipline-specific team-based assessment, it provided the faculty with a method that could be used consistently across its schools to support management and engagement in team-based assessments.

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“…Measuring the intended learning outcome (ILO) has become an integral practice of higher education institutions (HEIs) to ensure continuous improvement and accountability to prepare work-ready graduates. However, there is no unanimous solution to measure the ILO among national and international institutions with comparable standards of courses, programs and institutional levels (Martin and Mahat, 2017). The purpose behind measuring the ILO at the program level is to meet the expectation of the stakeholders and the requirements of the accreditation bodies and to measure the effectiveness of the program in terms of curriculum, pedagogy and students' progress.…”

Section: Introductionmentioning

confidence: 99%

Measuring learning outcomes: bridging accreditation requirements and LMS functionalities

Marsafawy

Roy

Ali

2022

QAE

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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.

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The Assessment of Learning Outcomes in Australia

Cited by 19 publications

References 12 publications

Self Assessment of Outstanding Teachers Competition Program Using the Malcolm Baldrige Model

Self Assessment of Outstanding Teachers Competition Program Using the Malcolm Baldrige Model

Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding

Measuring learning outcomes: bridging accreditation requirements and LMS functionalities

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