The state of course learning outcomes at leading universities

Schoepp, Kevin

doi:10.1080/03075079.2017.1392500

Cited by 42 publications

(17 citation statements)

References 13 publications

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“…There are also empirical findings suggesting that even if formal learning outcomes for a course exist, their influence on teaching and assessment practice might not be as profound as the adopted policies suggest (e.g. Dobbins et al 2016;Furendi 2012;Hadjianastasis 2017;Havnes and Prøitz, 2016;Lassnigg 2012;Schoepp 2017).…”

Section: Intended Learning Outcomesmentioning

confidence: 99%

Learning outcomes and critical thinking – good intentions in conflict

Erikson

2018

Studies in Higher Education

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The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers' and students' attention away from important goals.

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Section: Intended Learning Outcomesmentioning

confidence: 99%

Learning outcomes and critical thinking – good intentions in conflict

Erikson

2018

Studies in Higher Education

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“…For example, ABET professional skill, f, which is communication in general, has been changed to only writing because the CPSA task is only written communication. Also, the introductory phrase, Students will be able to has been added to each learning outcome, so they read as learning outcomes rather than basic phrases (Schoepp, 2017). ABET CAC CPSA (b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution.…”

Section: The Computing Professional Skills Assessmentmentioning

confidence: 99%

Effective Evaluation of the Non-Technical Skills in the Computing Discipline

Danaher

Schoepp²,

Kranov³

2019

JITE:Research

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Aim/Purpose: Assessing non-technical skills is very difficult and current approaches typically assess the skills separately. There is a need for better quality assessment of these skills at undergraduate and postgraduate levels. Background: A method has been developed for the computing discipline that assesses all six non-technical skills prescribed by ABET (Accreditation Board for Engineering and Technology), the accreditation board for engineering and technology. It has been shown to be a valid and reliable method for undergraduate students Methodology: The method is based upon performance-based assessment where a team of students discuss and analyze an ill-defined authentic issue over a 12-day period on a discussion board Contribution: This is the first published method to assess all six skills simultaneously in computing and here it has been trialed with postgraduate students. Findings: The results show that the method, though originally designed for undergraduates, can successfully be used with postgraduate students. Additionally, the postgraduate students found it to be very beneficial to their learning. Recommendations for Practitioners: This method can successfully assess non-technical skills at tertiary level in the computing discipline and it can be adapted to other disciplines. Though designed for assessment it has been found to be an ideal method for teaching the skills at both undergraduate and post graduate levels. Recommendation for Researchers: Compared with other assessment approaches this method has many advantages: it is a direct method of measurement, it is a rigorous method and it assesses all skills simultaneously Impact on Society: Proficiency in non-technical skills is critical for development of knowledge-based economies. This method is a tool to assist in developing these skills. Future Research: Researchers can examine how the method benefits students in their context and examine if there are differences between their context and the UAE context presented here. Researchers can work on developing a rubric solely for postgraduate use i.e., to capture the range of levels among postgraduates.

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“…With regard to the importance of learning English for students, 78% REAP and 73% IEAP teachers think that learning English is important to their students. The following figure 1 and 2 provide the details of the perspectives of REAP and IEAP teachers: The importance of framing CLOs There is no denying the fact the way CLOs are framed needs to be well understood in a bid to avoid any future problems (Schoepp, 2019;Liang et al, 2018;Ling-Yee, 2011). With regard to the importance of how the CLOs are framed, in terms of how measureable and achievable they are in learning English, 78% REAP and 73% IEAP teachers think that the framing of CLOs is equally important.…”

Section: The Role Of Textbooks In Achievement Of Closmentioning

confidence: 99%

“…The same goes for the evaluation of Course Learning Outcome (CLOs) to be tested in any given context to ensure that all the CLOs for any given course are measureable as well as considerably representative of students' overall attainment in that particular course. through not only classroom teaching but also by encouraging teamwork, providing prompt feedback, in and out of the classroom feedback and a consistently improving teaching material (Schoepp, 2019;Hadjianastasis, 2017;Scott et al, 2010). Other than providing prompt feedback to students, effective teachers take measures to make their students into critical thinkers by motivating them towards active learning (Hammer et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perspectives on Factors Affecting EFL Learners’ Course Learning Outcomes: A Case Study

Almalki

2019

ASSRJ

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This study analyses EFL teachers' perceptions regarding factors that impact the low or high attainment of students' Course Learning Outcomes (CLOs). Using a detailed questionnaire to collect the related data from 138 teachers, who teach Regular English for Academic Purposes (REAP) and Intensive English for Academic Purposes (IEAP), the research paper asks teachers to provide their viewpoint on various factors such as teaching material in the form of books, supplementary material such as the online resources, students' interest, teachers' training on targeting their teaching to achieve the related CLOs, textbook exercises and time constraints to measure their impact on the actual attainment of the CLOs. The study is important as the respondents of the questionnaire are teachers who teach either REAP that expands over a period of four continuous semesters (two years) or IEAP that covers the same course in two semesters (one year). The study has been carried out in a way that the REAP and IEAP respondents of the questionnaire have been placed in two separate groups, adding another dimension for prospective researchers to the research in terms of evaluating how the time factor influences, either negatively or positively, the attainment of the students' CLOs.

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The state of course learning outcomes at leading universities

Cited by 42 publications

References 13 publications

Learning outcomes and critical thinking – good intentions in conflict

Learning outcomes and critical thinking – good intentions in conflict

Effective Evaluation of the Non-Technical Skills in the Computing Discipline

Teachers’ Perspectives on Factors Affecting EFL Learners’ Course Learning Outcomes: A Case Study

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