A configurable assessment information system

Gowan, Art; MacDonald, Bryan; Reichgelt, Han

doi:10.1145/1168812.1168833

Cited by 5 publications

(2 citation statements)

References 7 publications

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“…Various researches have revealed that adopting the learning outcomes-based approach is beneficial at the program (Clarke & Reichgelt, 2003), individual courses as well as at society levels (Gowan et al, 2006). However, there are criticisms in connection with the issue as well.…”

Section: Importance/role Of Learning Outcomes Assessment In Higher Ed...mentioning

confidence: 99%

Learning Outcomes Assessment Formats in Georgia after USSR

Gogiashvili¹

2020

Journal of Development Studies

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The system of higher education in Georgia has been recently facing major challenges, especially in matching its outcomes to market and society demands. As the job market is becoming more globally competitive, these challenges are increasing. To survive in the current business world, there is high competition between companies for highly qualified manpower. Higher education systems are, on the other hand, traditionally considered conservative and slow in response to market needs. HEIs have many stakeholders: parents, students, faculty members, graduates, employees, regulatory organizations, and government. Their expectations are different and often are in conflict with one another in many respects. Multi-stakeholder involvement in the assessment of learning outcomes is essential to realize students’ achievements. In these processes participation, collaboration and learning are emphasized. Participation leads to the perfect rating of the process and better evaluations of the outcomes. The assessment of students/graduates by stakeholders is shaped by their participation in activities and their experiences in the processes. Understanding stakeholder importance in the processes in which they are involved and their evaluation of outcomes is imperative; it influences the current and future levels of engagement and improvement.

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Section: Importance/role Of Learning Outcomes Assessment In Higher Ed...mentioning

confidence: 99%

Learning Outcomes Assessment Formats in Georgia after USSR

Gogiashvili¹

2020

Journal of Development Studies

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“…They have created the most anxiety among faculty dealing with the accreditation process (Jones & Price, 2002). However, adopting learning outcomes based approach has proven beneficial at the program level (Clarke & Reichgelt, 2003), individual courses level (Rigby & Dark, 2006) as well as at library level that allows students to achieve the specified skills (Gowan, MacDonald, & Reichgelt, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing and Evaluating Learning Outcomes of the Information Systems Program

Nachouki

2017

WJER

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Program assessment is an essential procedure of academic programs accreditation review. As such, it is a cornerstone of quality, enhanced education. At Ajman University, the process of assessing and evaluating courses is done at the departmental level. This paper describes a model that the Department of Information Systems uses to assess the achievement of its program learning outcomes. This model enables the measurement of the level of achievement of each learning outcome to identify areas for improvement in students' performance and suggest remedial actions in consultation with facultyconcerned. The results of program assessment are used to suggest changes to curricula and courses structure and content to be implemented in the following reaccreditation cycles when these changes are considered substantial.

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