Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature

Goss, Harold

doi:10.1016/j.acalib.2021.102485

Cited by 37 publications

(26 citation statements)

References 44 publications

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“…The outcome-based assessment framework proposed started by defining the Program Educational Objectives (PEOs) for the BSIT program, taking into consideration that educational program must be regularly reviewed, assessed, and evaluated [7], [10] for many reasons, including:…”

Section: Development Of Peos and Their Mapping To Sos And A Cilosmentioning

confidence: 99%

A Framework of Outcome-based Assessment and Evaluation for Computing Programs

Awad¹,

Almhosen²

2023

IJACSA

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This paper is to present a framework for student outcome-based assessment and evaluation, including the process and detailed activities leading to continue assessment of the successes of an academic program which is essential to its sustainability. Moreover, this paper provides a survey of the literature that reviews the different means of assessing and evaluating an academic program together with the critical performance metrics which aid in quantifying such evaluation. The presented framework is implemented on the Information Technology program over a course of five years. The paper provides empirical insights about how careful implementation of the presented framework enabled the College of Information Technology in Ahlia University to achieve outstanding results in quality assurance and to be ABET accredited. The results of the implementation prove the effectiveness of the framework in improving the student performance and the program. This paper fulfils an identified need to study how student outcome-based assessment and evaluation model enables an academic institute to foster quality assurance instead of relying on ad hoc practices which might lead them to trial-and-error approach. The presented framework could be followed by other institution aiming for international accreditations.

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Section: Development Of Peos and Their Mapping To Sos And A Cilosmentioning

confidence: 99%

A Framework of Outcome-based Assessment and Evaluation for Computing Programs

Awad¹,

Almhosen²

2023

IJACSA

View full text Add to dashboard Cite

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“…As such, evaluating student learning outcomes is regarded as one of the fundamental activities that must be carried out correctly in order to assure quality in any university training facility [6]. Aside from influencing the quality of teaching and learning in schools, evaluation is also crucial in deciding prospects for scholarships, higher education, and future employment [7]. This requirement has a dual role in the process of training pedagogical students, serving both to evaluate the quality of training and serve as a prism for students to study so that after graduation, they can apply the important points, methods, and forms of organization flexibly in diverse pedagogical environments [8].…”

Section: Introductionmentioning

confidence: 99%

“…The reality demonstrates that there are several elements influencing the quality of students' learning results in terms of both teachers and students [1,7]. It is vital to do study and learn about the elements influencing the quality of assessment in order for the information about learners obtained during the learning process to be substantial, adding to the measurement of their achievements [7]. Taking students' perspectives is another approach for determining what aspects are essential to the quality of learning.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Quality of Assessment of Learning Outcomes from the Perspective of Primary Education Students

2022

IJMRA

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Assessment is one of the components of the teaching process. In education, the quality of assessing student learning outcomes is a criterion for the quality of education. With that role, assessment is expected to bring a lot of value to learners, but in reality, there are still many difficulties. The purpose of the study is to understand the factors affecting the quality of assessment of learning outcomes from the perspective of students in primary education. The exploratory factor analysis (EFA) method was used to extract the factors and was performed through SPSS software. The results from 893 students of 6 universities show that there are 8 main factors affecting the quality of assessment of learning outcomes including assessment principles, feedback methods, information-handling instructions, satisfaction levels, facilitating conditions, relationship with teaching elements, self-assessment and assessment process. The findings of this study enrich the theoretical framework and serve as a reference for educators and policymakers.

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“…, 2003). As integral components of such institutions, academic libraries have likewise transitioned from relying upon counts of resources and resource usage (Iannuzzi, 1999; Miller, 2018) along with measures of customer satisfaction (Diamond, 2004, p. 9; Liebst and Feinmark, 2016) as measures of their value to their parent institutions to a similar focus on student learning as the primary benchmark (Goss, 2022, p 5; Hufford, 2013; Oakleaf, 2010, pp. 37–45; Iannuzzi, 1999).…”

Section: Introductionmentioning

confidence: 99%

Tracking student learning outcome engagement at the reference desk to facilitate assessment

Current

2022

RSR

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PurposeThis paper presents a novel approach to associating patron interactions with specific student learning objectives (SLOs) incorporated into reference transactions in an environment where learning, as opposed to usage or user satisfaction data, is considered a benchmark of success.Design/methodology/approachAs part of the routine process of recording reference transactions into a tracking database, reference librarians associated each of their patron interactions with library programmatic SLOs they perceived addressed through the teaching they incorporated into the interaction. Reporting functions of the transaction database software were utilized to uncover notable patterns of teaching.FindingsThe most and least addressed programmatic SLOs were identified. The distribution pattern of SLOs addressed was found to be consistent over time. A correlation was found between the length of interactions and which SLOs were addressed in the interaction. Citation assistance was found to be often incorporated into complex research questions. SLOs addressed varied slightly by day of the week. The distribution patterns of SLOs addressed were found to vary greatly by the librarian.Research limitations/implicationsIt is difficult to verify the quality of tagging data. Strategies for addressing such concerns include ensuring participating librarians agree on the importance of creating reliable data and ensuring they have solid and similar understandings of the program's SLOs.Originality/valueThis project demonstrates that actionable findings can be derived from tracking the specific programmatic SLOs being addressed in reference interactions. Formal assessment projects and other targeted efforts to improve learning in reference interactions in response to such findings are suggested as positive contributions to the overall reorientation of academic libraries toward measuring successful librarianship in terms of student learning.

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Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature

Cited by 37 publications

References 44 publications

A Framework of Outcome-based Assessment and Evaluation for Computing Programs

A Framework of Outcome-based Assessment and Evaluation for Computing Programs

Factors Affecting the Quality of Assessment of Learning Outcomes from the Perspective of Primary Education Students

Tracking student learning outcome engagement at the reference desk to facilitate assessment

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