Toward Improving Student Learning: Policy issues and design structures in course-level outcomes assessment

Carey, James O.; Gregory, Vicki L.

doi:10.1080/0260293032000059586

Cited by 9 publications

(5 citation statements)

References 9 publications

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“…The capstone course is often used in academic programs to assess graduating students' skills and knowledge. These courses are designed to incorporate concepts and principles learned in earlier classes and to encourage students to connect those experiences to demonstrate comprehensive learning (Palomba & Banta, 1999 (Carey & Gregory, 2003).…”

Section: Assessment Measuresmentioning

confidence: 99%

Identifying *assessment practices in undergraduate accounting programs

Lusher¹

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The researcher conducted a survey of 786 baccalaureate accounting programs in the United States to determine the content and structure of their assessment plans. The study focused on five essential workplace skills: critical thinking, information literacy, oral communication, problem solving, and written communication. It examined the accounting programs and related assessment plans to determine whether the identified skills were integrated into the curriculum and were identified as learning outcomes in the assessment process. The study evaluated how faculty assess students' skills and how assessment results are used to make changes in programs and to improve student learning. The research also identified assessment related changes that have occurred. Responses were analyzed by three independent variables (Carnegie Classifications, (enrollment size, and region) to determine whether any significant differences existed.

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Section: Assessment Measuresmentioning

confidence: 99%

Identifying *assessment practices in undergraduate accounting programs

Lusher¹

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“…Teater [10] suggested that "Incorporating aspects of doing, feedback and digesting into the learning activities and teaching methods is congruent to and supportive of the different learning styles of the students" [10] (p. 5). Thus, these levels of learning skills can be embedded in course curriculum to gauge student's progress of learning [12]. Student writing is an assessment method used within disciplines to evaluate students' levels of understanding presented material.…”

Section: Review Of Literaturementioning

confidence: 99%

“…The scaffolded and embedded writing skill results can be used for university-level and program-level assessments. Scaffolded writing skills are necessary for students to meet both university-and program-level competencies [12]. Without scaffolding beginning in the 100-level courses, it becomes very difficult for students to meet the competency requirements in higher-level courses.…”

Section: Combining Scaffolding With Competency Assessmentmentioning

confidence: 99%

Scaffolding Rubrics to Improve Student Writing: Preliminary Results of Using Rubrics in a Sociology Program to Enhance Learning and Mechanical Writing Skills

Carson

Kavish

2018

Societies

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In the era of accreditation, academic accountability and transparency within curriculum is becoming a desired standard within and across disciplines. Through the use of course learning outcomes, program outcomes can be strengthened. Scaffolding within curricula can benefit both accountability and assessment goals. Through the use of Bloom's cognitive taxonomy, scaffolding within the course can be used to aid in the accomplishment of the course learning outcomes. Scaffolding within the course curriculum can move students through Bloom's cognitive taxonomy levels toward the mastery of specific skills. Writing is a major area of assessment as an indication of learning across disciplines. Scaffolding rubrics were used within sociology courses to specifically address both student learning and mechanical writing skills. Preliminary results of using rubrics to enhance student learning and scaffolding in eight courses (one 100-level, one 200-level, two 300-level, and four 400-level sociology courses) will be presented.

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“…Pero, por una parte, las limitaciones de la evaluación centrada en el profesor que manifiestan los estudios arriba citados y por otra las potencialidades de estos métodos para estimular el aprendizaje profundo y autorregulado (Cassidy, 2007;Kirby y Downs, 2007;), han conllevado a que los procedimientos que involucran al alumno en la evaluación comiencen a ser más utilizados en los últimos años (Cheng, 2001;Carey y Gregory, 2003;De la Fuente y Justicia, 2003;Jones, Laufgraben y Morris, 2006;Lundberg, 2004;Silén, 2006;Taras 2002). …”

Section: B)unclassified

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Valdivia

2017

EJREP

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Este artículo tiene como propósito aproximarse al estado actual de la investigación sobre la evaluación del aprendizaje en la universidad. Se realiza una búsqueda en publicaciones científicas periódicas de reconocido prestigio. Tres preguntas se elaboran a modo de guía del análisis de contenido de los artículos consultados: (i) ¿Cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década?, (ii) ¿Cómo se manifiestan en diferentes contextos universitarios? y (iii) ¿Qué sugieren las investigaciones como soluciones pertinentes y probables para mejorar la evaluación del aprendizaje en la universidad? La categorización del contenido de los artículos gira en torno a ello. Con esta información se crea la base documental para este trabajo que permite realizar algunas inferencias, presumiblemente de interés, respecto a cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década; cómo se manifiestan en diferentes contextos universitarios y qué sugieren las investigaciones como soluciones pertinentes y probables. Finalmente se ofrece una amplia lista de referencias bibliográficas, útil a docentes e investigadores interesados en el tema.

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Toward Improving Student Learning: Policy issues and design structures in course-level outcomes assessment

Cited by 9 publications

References 9 publications

Identifying *assessment practices in undergraduate accounting programs

Identifying *assessment practices in undergraduate accounting programs

Scaffolding Rubrics to Improve Student Writing: Preliminary Results of Using Rubrics in a Sociology Program to Enhance Learning and Mechanical Writing Skills

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

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