Figure 2 - uploaded by George N. Kenyon
Content may be subject to copyright.
Source publication
The university accreditation process now puts more emphasis on self- assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,...
Context in source publication
Context 1
... such, the student transcription provides the greatest opportunities for the improvement of as a communication tool. In addressing the problems discussed with the traditional transcript, a new transcript formatting is proposed and shown in Figure 2 below and on the next page. In this new formatting, the university's learning objectives are noted, and the applicable course work in listed under each objective. ...
Similar publications
This research seeks to determine the relationship between students' critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous...
Technology, when used appropriately, can assist with high-quality learning and teaching. This article describes the design and implementation of MXit (an instant messaging application) as a tool intended to assist Accounting students at a distance education institution in South Africa. This educational design is underpinned by constructivist theori...
This study investigates three aspects—university major, year, and institution type—in relation to student scientific reasoning. Students from three majors (science, engineering, and education), four year levels (years 1 through 4), and two tiers of Chinese universities (tiers 1 and 2) participated in the study. A large-scale written assessment was...
Analysis is an important skill to be developed in engineering students. The Graduate Attribute 2 set in by National Board of Accreditation, India focuses mainly on Analysis. Analysis skills are being developed contextually to a course or field of interest across various universities. In this work effort has been made to understand the effectiveness...
Citations
... Employers are the primary consumers of university transcripts, but they often complain that academic transcripts do not effectively convey what students experience or how well they can perform certain tasks. Employers prefer to assess capabilities rather than read course lists [1,13,14]. ...
Traditional academic transcripts are usually restricted to demonstrating stu-dents’ achievements and experiences during college life. As an example of extended transcripts, this study aims to introduce the development process behind an end-user product for a project performance evaluation system (PPES), which supports conducting project performance evaluations and generates project performance transcripts at a university. The first part of the study described the design process of the PPES. A user group of instructors, which continuously provided feedback on the prototype design, was formed. Consequently, the PPES was successfully developed and several main inter-faces of the PPES were presented. The second part of the study analyzed user satisfaction with the PPES and the project performance transcripts it pro-duced. In general, students perceived the project performance transcripts positively, and instructors were satisfied with both the PPES and its tran-scripts. The implications of developing a project performance evaluation sys-tem were discussed.
This paper examines the use of System-wide Assessments, an innovative initiative to enhance the accountability, quality, and effectiveness within the Higher Colleges of Technology of the United Arab Emirates. The authors review the historic and contemporary influences on college/university assessments and the key forces or factors which have shaped development and need of Outcome Assessments. The paper summarizes the literature on the best practices for assessment and promoting changes. The paper describes the objectives, structures, and processes involved with random use of System-wide Assessments among the 17 Federal colleges. A survey of 80 Deans and Chairs reports the perceptions and ratings of the process and impact of System-wide assessments. The lessons learned are described and inform recommendations for key components of an effective assessment system to promote accountability and improvement in higher education. Findings have significance for leaders of institutions of higher learning throughout the Middle East and the world.
This chapter examines use of System-Wide Assessments (SWAs) in the Higher Colleges of Technology of the United Arab Emirates. These end-of-course assessments were designed to ensure consistency of standards, to measure student learning outcomes, and to improve the quality and effectiveness of instruction, courses, and programs. The author reviews literature highlighting the importance of outcome assessments, the relevant issues and trends in higher education, the challenges with implementation, and the type of support necessary for enhancing best practices. The chapter primarily describes the design and use of SWAs among the 17 Federal Colleges. It summarizes 2013 survey findings from 232 randomly selected respondents about the level of satisfaction and agreement among faculty and academic chairs about the purpose, process, value, and impact of SWAs. Findings identify what is perceived to be working well including the challenges and issues to promote continuous improvement in SWAs. From experiences and research findings, recommendations are offered for applying best practices and enhancing the effectiveness of assessments in higher education.
