Successes, challenges, and next steps in implementing outcome-based assessment: The case of Istanbul Bilgi University Library

Sönmez, Fatma Didin; Çuhadar, Sami; Kahvecioglu, Mustafa Kerem

doi:10.1016/j.acalib.2020.102249

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…According to Akir, Eng, and Malie [17], the students who follow OBE based structure are more active learner with better results comparatively to those following conventional learning structure. The OBE based assessment basics need to be clear, measurable, achievable, and realistic for effective evaluation [18]. Therefore, continuous training is required for the faculty members to develop the concept and confirm the implementation of OBE [19].…”

Section: Literature Reviewmentioning

confidence: 99%

Automating assessment and evaluation for a bachelor’s degree program

Chowdhury,

Chisty,

Tushar

et al. 2023

IJERE

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<span lang="EN-US">Outcome-based education (OBE) makes learning happen and measures automating assessment and evaluation system. The objective of the study is to assess student’s learning in International Finance course and report OBE and propose strategies for continual quality improvement (CQI). In this study, a widely accepted self-developed spreadsheet used to measure course learning outcomes (CLO) and program learning outcomes (PLO) of international finance in a bachelor’s degree program of fall 2021. The method of sampling technique is purposive and a sample of 27 students have been considered for the analysis. Using direct method on specific parameters (quiz, assignment, presentation, and exams), an overall CLO attainment has been measured and compared with a targeted key performance indicators (KPI) (70% is set). Findings reveal that the first three out of five CLO have met the standard KPI. However, a CQI has been proposed for further improvement of CLO. Also, future works proposed to instrument CQI processes, engage industry experts and external OBE experts from foreign universities. Program self-assessment is mandatory for quality assurance at university and also preparation for accreditation of the program needs self-assessment. Therefore, CLO is mandatory for assessment and evaluation urgently.</span>

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Section: Literature Reviewmentioning

confidence: 99%

Automating assessment and evaluation for a bachelor’s degree program

Chowdhury,

Chisty,

Tushar

et al. 2023

IJERE

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show abstract

“…In fact, an assessment was a process to collect various data on the development of learning and student learning outcomes so that it can be meaningful information in competency achievement decision making (Asiah et al, 2017;Safitri & Oktavia, 2017). Assessment can be used to determine the development of education obtained by students in their lives (Sonmes et al, 2021). The implementation of the assessment should be adjusted to what will be measured and use the appropriate measuring instruments.…”

Section: Introductionmentioning

confidence: 99%

The Concept of Heat Transfer measured by Cognitive Domain Assessment Instruments

Yuniasih

Yudiana

Japa

2021

JISD

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The lack of availability in assessment instruments used and unmet cognitive levels of C3-C6 resulted in poor quality assessments. This study aims to develop cognitive domain assessment instruments on the concept of heat transfer material in grade V elementary school. This research was development research that used 4D models (Four-D models) to define, design, develop, and disseminate. The subject of study was the assessment instrument of the cognitive realm with the object of research, that was the instrument quality. Measurement of the validity of the content was done on two experts/judges using the non-test method and instruments of the expert validity sheet. Instrument quality measurement was conducted with field trials of 106 students using multiple-choice objective test instruments. The content validity data obtained were analyzed with the Gregory formula, while the field test result data analyzed the validity of the grain, reliability, different power, and difficulty level. The results showed that the validity of the content obtained by 0.97 (very high) with the test results of the item's validity got 30 points of the question was declared valid. The instrument reliability index was developed by 0.85 (very high). The average coefficient of different power obtained is 0.51 (good) with a test device difficulty of 0.52 (medium). The result demonstrated cognitive domain assessment instruments that were developed feasible and can be used in conducting learning assessments in the cognitive realm.

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The Impact of Learning Skills on Academic Achievement and Learning Outcomes in High School

Asri,

Asniwati,

Irwan

2024

j. lesson learning stud.

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In obtaining student achievements and learning outcomes, students must have good skills and abilities. However, the fact is that many students still have low achievement and learning outcomes. This is urgent to research because there is a difference between theoretical expectations and reality to analyze learning skills and academic achievement within groups and to analyze differences in learning skills between male students and female students. The method in this research is quantitative by testing ANOVA. The subjects were 180 high school students. Data collection technique is using a learning skills instrument that contains two parts. The first section contains the demographics of the respondents. The second part also contains questions regarding learning skills. Instruments are assessed on a critical scale of 1 to 5 by distributing instruments using Google. A data analysis technique is using SPSS Version 25.0. Data analysis was analyzed using the Pearson correlation test to measure the relationship between learning skills and academic achievement. The results and findings show that the exam results show that there are no significant differences in learning skills among fourth-level students of different genders. ANOVA test results show that there are differences in learning skills among students in achieving academic achievement. The Pearson correlation test shows that there is a positive relationship between learning proficiency and academic achievement. The conclusion is that in obtaining achievements and learning outcomes, individual student learning skills and good academic performance are still needed.

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Successes, challenges, and next steps in implementing outcome-based assessment: The case of Istanbul Bilgi University Library

Cited by 3 publications

References 11 publications

Automating assessment and evaluation for a bachelor’s degree program

Automating assessment and evaluation for a bachelor’s degree program

The Concept of Heat Transfer measured by Cognitive Domain Assessment Instruments

The Impact of Learning Skills on Academic Achievement and Learning Outcomes in High School

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