The Integration of Assessment of Student Learning Outcomes with Teaching Effectiveness

Perrault, Anna H.; Gregory, Vicki L.; Carey, James O.

doi:10.2307/40323953

Cited by 5 publications

(4 citation statements)

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“…Many curriculum developers use Blooms' Taxonomy (the most widely used classification in setting learning goals) to define varying levels of learning outcomes in education programs. Perrault et al (2002) present a case study in which it was used in the LIS domain. Bloom (1956) proposed that learning occurs in three domains: affective (growth in feelings or emotional areas), cognitive (mental skills) and psychomotor (manual or physical skills).…”

Section: Curriculum Development Strategymentioning

confidence: 99%

A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka

Wijetunge

2009

Library Review

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A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka Pradeepa Wijetunge Article information:To cite this document: Pradeepa Wijetunge, (2009),"A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka", Library Review, Vol. 58 Iss 9 pp. 670 -684 Permanent link to this document: http://dx. AbstractPurpose -A comprehensive analysis of the LIS education system was carried out covering the 2004-2007 period and it was established that currently 24 LIS education programs are conducted in Sri Lanka by eight educational institutions. The purpose of this paper is to present a critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka based on the major research. Design/methodology/approach -The research used both quantitative as well as qualitative research methods to determine the present status of affairs and the study was based on primary and secondary data collected by means of questionnaires, semi-structured interviews, participatory observations and review of documents. Primary data were collected from the LIS course co-ordinators, teachers and policy makers. Researcher's own reflections were also used. Findings -The empirical survey identified that six main subjects are taught across most of the LIS programs; that most programs provide a general knowledge in LIS but not opportunities for specialisation; appropriate levels of complexity were not evident across the different levels of programs; and there is no national core in LIS so that all programs cover a set of common subjects at appropriate depths and breadths suitable for different levels of programs. Findings with regard to the curriculum development strategies identified that most of the curricula documents are not comprehensive, and that the Sri Lankan LIS curriculum developers do not use any formal curriculum development model. Analysis of the curriculum development teams indicated that most members have no training in curriculum design, and the teams lack contributions by other stakeholders except LIS professionals. Several recommendations are presented to eliminate the weaknesses of the curriculum development strategy in the LIS programs. Research limitations/implications -This paper is based on a broader empirical study of the LIS education system of Sri Lanka and throws some light on specific research on identifying the most appropriate curriculum development model for Sri Lanka. Practical implications -The findings of the research are directly applicable to the tasks of the curriculum developers and the LIS education policy makers in Sri Lanka and they can use the findings for the improvement of the LIS education programs. Originality/value -Contents or the curriculum development strategy of the current Sri Lankan LIS education programs have not been critically analysed before and this paper presents the original research findings relevant to all the programs conducted in 2007.

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Section: Curriculum Development Strategymentioning

confidence: 99%

A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka

Wijetunge

2009

Library Review

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“…There is a substantial need for more published research, such as that reported by Perrault, Gregory, and Carey (2002), on this critical area.…”

Section: Discussionmentioning

confidence: 99%

“…Much of the literature on accreditation and assessment in education consists of reports, working papers, or conference workshops that are not published research in refereed journals. Perrault, Gregory, and Carey (2002) report on the conceptual phase and outline the strategic planning process of a grant project at the School of Library and Information Science at the University of South Florida in which the goal for teaching is formulated in program objectives for student learning outcomes and in assessment measures for those objectives. Their paper proposes a model for the integration of assessment of student learning outcomes and teaching effectiveness.…”

Section: Learning Outcomes and Assessmentmentioning

confidence: 99%

“…Accountability to the institution and the profession for the effectiveness of the program and to the graduates in their preparation for a professional career are the concerns of the programmatic student learning outcomes goals. Perrault et al (2002) envision a continuous improvement cycle as more than a statement of mission, goals, and objectives. The system they propose requires that desirable programmatic outcomes be determined, that how well those outcomes are achieved be measured, and that findings be used to improve program delivery.…”

Section: Learning Outcomes and Assessmentmentioning

confidence: 99%

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