This study reports on the development and implementation of the Student Learning Outcomes Assessment process and the system implemented at Qatar University. This system consists of two phases, initiation and enhancement, with progressive and continuous improvement in the assessment efforts. The initial 2006–2011 findings suggest effective strategies that can be used to build and develop assessment culture and knowledge. This study is significant because it provides ways that other universities in the region can be engaged in building their quality assurance system and continuously improving student learning outcomes.
Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.
INTRODUCTION Automating the aggregation and reporting of student learning outcome achievement data by course and by program is a very valuable data reporting function for institutional Administrators who are required to provide detailed course and program level evidence to funding and accreditation bodies. As a result, dozens of hours per class are spent by faculty compiling outcome achievement and grade results data at the end of a semester or academic year. Instead, this time can be invested in making informed decisions based upon performance data collected, analyzed, and aggregated in a click-of-a-button, cogent report.
From 2006 to 2012 Qatar University transitioned from doing no program level outcomes-based assessment of student learning to implementation of a robust, effective, and institutionally pervasive Student Learning Outcomes Assessment System (SLOAS) that is characterized by a high level of compliance and meaningful improvements to both learning and assessment processes. Keys to the success of the implementation have been support from campus leadership, creation of a structure and processes that support assessment at all levels, and an intensive program of faculty development and faculty incentives. A unique feature of the system is the auditing of annual program assessment reports by external experts. Comparison of results from the fourth and fifth years of the implementation suggest the following trends: a relatively high and increasing tendency to identify learning improvements involving revisions of curriculum and courses, a low and decreasing tendency to identify learning improvements that cost money, and a high and increasing tendency to make changes to assessment processes that make them more meaningful and more manageable.
From 2006 to 2012 Qatar University transitioned from doing no program level outcomes-based assessment of student learning to implementation of a robust, effective, and institutionally pervasive Student Learning Outcomes Assessment System (SLOAS) that is characterized by a high level of compliance and meaningful improvements to both learning and assessment processes. Keys to the success of the implementation have been support from campus leadership, creation of a structure and processes that support assessment at all levels, and an intensive program of faculty development and faculty incentives. A unique feature of the system is the auditing of annual program assessment reports by external experts. Comparison of results from the fourth and fifth years of the implementation suggest the following trends: a relatively high and increasing tendency to identify learning improvements involving revisions of curriculum and courses, a low and decreasing tendency to identify learning improvements that cost money, and a high and increasing tendency to make changes to assessment processes that make them more meaningful and more manageable.
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