Assessing Learning Outcomes in Higher Education: From Practice to Systematization

Abstract

Accountability systems in higher education ensure that academic programs meet learning outcomes and address student cognitive and affective development. The learning outcome assessment is one of the most important elements to enhance and assure the quality of programs. In this paper, we present a “tour” of how an assessment cycle is performed in a national/public university in Qatar. The study draws on “good” practices and how a higher education institution systemizes the process of assessing learning. The approach demonstrates how learning is connected to program objectives and the curriculum through a rational, logical, conceptual, consensual, and interpretable process. Employing specification tables known as curriculum and assessment plan matrices, with tools being assessments and rubrics, learning outcomes measures can be reached. The approach as well as system calls for an institutional structure and organization which place responsibilities on all stakeholders involved in academic programs delivery. The futuristic approach and practice posit a reconceptualization of how students will be assessed, more likely a paradigm shift necessitating a change in practice and trend in which students’ success (achievement) can be based on the learning outcomes attained.