June 23, 2013
June 23, 2013
June 26, 2013
Computers in Education
23.60.1 - 23.60.17
A Learning Outcomes Assessment Level Dashboard Based on Standard TerminologyAbstract: Continuous improvement of educational programs hinges greatly on the assessment of the program and course learning outcomes. Great effort and attention has been given to the identification of various elements that embody a strong program assessment process from establishing measurable learning outcomes at the course and program levels to the mapping and the assessment details. Computer dashboards that provide quick summary of the learning outcomes achievement level in real-time during the learning sessions can be very useful for learners, educators, and administrators. However, a dashboard that does not use a concise terminology to describe the level at which we have been able to assess a particular program can be counterproductive. This paper is an attempt at creating a dashboard that is based on such a terminology focusing on the level of outcomes assessment. The terminology uses three basic assessment level quality attributes: coverage, validity, and focus. Established algebraic function quantifiers are used for nomenclature to describe achieved assessment level of learning outcomes. As a result, assessment types can be classified as a Function or not and then can be further classified as Onto, Onto-Many, Onto- All-Many, Many, All-Many or none. This classification is done both at the course level as well as the program level where the program level is divided into Program and Program-Curriculum. Any assessment tool can map to program learning outcomes in the Program type while only course learning outcomes are allowed to map to program learning outcomes in the Program-curriculum type. The details of this dashboard using the standard classification are presented.
Khawaja, K. W. (2013, June), A Learning Outcomes Assessment Level Dashboard Based on Standard Terminology Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19074
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