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Using Learning Outcomes And E Portfolios To Assess Student Learning In Information Systems

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Page Count

13

Page Numbers

10.1415.1 - 10.1415.13

Permanent URL

https://peer.asee.org/14417

Download Count

10

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Paper Authors

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Azzedine Lansari

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Akram Al-Rawi McKendree University

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Faouzi Bouslama Université Laval

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Using Learning Outcomes and e-Portfolios to Assess Student Learning In Information Systems Azzedine Lansari, Akram Al-Rawi, and Faouzi Bouslama College of Information Systems, Zayed University P.O. Box 4783, Abu Dhabi, UAE

Abstract

This paper shows how electronic portfolios can be used as an effective tool to assess student academic progress and shows how learning outcomes can be used to provide focus for IS programs. Achievement of learning outcomes enables academic institutions to monitor and improve information systems programs. Two sets of learning outcomes are identified to provide focus to the curriculum. The college major learning outcomes form the basis of the curriculum and serve as a focus for curricular design and improvement. The University learning outcomes are an overarching set of higher-level outcomes. A master course syllabus that includes the course contribution to specific learning outcomes is developed. Instructors use the master syllabus to design course content and build learning experiences that are used to address a desired learning outcome. Students are required to develop an electronic portfolio that includes samples of their most important learning experiences, which may be projects, term papers, extracurricular experiences, and internship reports. The electronic portfolio is reviewed and assessed by faculty members on a regular basis to monitor student progress. During their final semester, students finalize their electronic portfolio and present their achievements to a faculty panel. The electronic portfolios allow students to document and reflect on their learning experiences. Integrating learning outcomes into the curriculum provides a mean for faculty to assess the effectiveness of the academic programs.

1. Introduction

Universities in the USA and worldwide are taking a critical look at their educational systems. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college students receive not just access to college, but an education of lasting value1. The report also recommends colleges to help students become “intentional” life long learners, and to create new assessments that require students to apply their learning to the real world. In an effort to shift the focus from the traditional teaching/lecture style to a student centered learning style, a number of academic institutions in the US have moved to an outcome- based education framework. Outcome-based education is a method of teaching that focuses on what students can actually do after they are taught. All curriculum and teaching decisions are made based on how best to facilitate the desired outcome. This leads to a planning process that is different from the traditional educational planning. The desired outcome is first identified and the curriculum is created to support the intended outcome2.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Lansari, A., & Al-Rawi, A., & Bouslama, F. (2005, June), Using Learning Outcomes And E Portfolios To Assess Student Learning In Information Systems Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14417

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