Academic Seminar ( Harmonizing Course Objectives and Programme Objectives in Assessing Student Learning

1. AMA INTERNATIONAL UNIVERSITY- BAHRAINAMA INTERNATIONAL UNIVERSITY- BAHRAIN
February 5, 2012February 5, 2012
HARMONIZING COURSEHARMONIZING COURSE
OBJECTIVES & PROGRAMMEOBJECTIVES & PROGRAMME
OBJECTIVES in ASSESSINGOBJECTIVES in ASSESSING
STUDENT LEARNINGSTUDENT LEARNING
ENGR. EMELIN MOLO MAGADAENGR. EMELIN MOLO MAGADA
Ch.E., BBM-MBA-(DBA), CT-ADCS-MSCS, (BSEEd)-MACOED-Ed.DCh.E., BBM-MBA-(DBA), CT-ADCS-MSCS, (BSEEd)-MACOED-Ed.D..

2. • Theme :
• HARMONIZING COURSE
OBJECTIVES and PROGRAM
OBJECTIVES in ASSESSING
STUDENT LEARNING

3. HARMONIZING TEACHING – LEARNINGHARMONIZING TEACHING – LEARNING
PROCESSES / ACTIVITIES AND LEARNINGPROCESSES / ACTIVITIES AND LEARNING
OUTCOMES FROM UNIVERSITY LEVEL ,OUTCOMES FROM UNIVERSITY LEVEL ,
COLLEGE LEVEL , PROGRAM LEVEL, MODULE /COLLEGE LEVEL , PROGRAM LEVEL, MODULE /
COURSE LEVEL, SUBJECT / TOPIC LEVELCOURSE LEVEL, SUBJECT / TOPIC LEVEL

4. • Link …
AMAIUB
ACADEMIC PROGRAM ASSESSMENT MODEL

5. TEACHING-LEARNING APPROACHESTEACHING-LEARNING APPROACHES
INPUT-BASED TEACHING-LEARNING APPROACHINPUT-BASED TEACHING-LEARNING APPROACH
- TEACHER CENTERED- TEACHER CENTERED
OUTCOME-BASED TEACHING-LEARNING APPROACHOUTCOME-BASED TEACHING-LEARNING APPROACH
- STUDENT CENTERED- STUDENT CENTERED
Links :Links :
Bologna Process – INQAAHE - QAPBologna Process – INQAAHE - QAP
ANQAAHE – NORMAN RYANANQAAHE – NORMAN RYAN

6. WHAT ARE STUDENT-LEARNING OUTCOMES ?WHAT ARE STUDENT-LEARNING OUTCOMES ?
Learning Outcomes provide a basis for strategiesLearning Outcomes provide a basis for strategies
to measure student performance and assess programto measure student performance and assess program
effectiveness to continuously improve teaching andeffectiveness to continuously improve teaching and
learning. Learning outcomes are statement that specifylearning. Learning outcomes are statement that specify
what the student will be able to do as a result of programwhat the student will be able to do as a result of program
activity. The keyword is “ do” and that is why learningactivity. The keyword is “ do” and that is why learning
outcomes should start with “an action verb”outcomes should start with “an action verb”
Important Links :Important Links :
From May 19,20, 2010 QAAET Workshop – Learning OutcomesFrom May 19,20, 2010 QAAET Workshop – Learning Outcomes
From Bologna Process – QAPFrom Bologna Process – QAP
Dr. Jawaher PresentationDr. Jawaher Presentation

7. WHAT ARE PROGRAM EDUCATIONAL OBJECTIVESWHAT ARE PROGRAM EDUCATIONAL OBJECTIVES
( PEOs )?( PEOs )?
PEO’s are broad statements that describesPEO’s are broad statements that describes
the career and professional accomplishments thatthe career and professional accomplishments that
the program is preparing graduates to achieve.the program is preparing graduates to achieve.
They are the expected accomplishments ofThey are the expected accomplishments of
graduates after three to five years of graduation.graduates after three to five years of graduation.
Links :Links :
AMAIUB Program Specifications w/ ABET considerations :AMAIUB Program Specifications w/ ABET considerations :
BSBIBSBI BSCSBSCS BSMEBSME DMDM
MBA MSCSMBA MSCS BSIEBSIE
BSISBSIS

8. WHAT ARE PROGRAM INTENDED LEARNING OUTCOMESWHAT ARE PROGRAM INTENDED LEARNING OUTCOMES
( PILOs )?( PILOs )?
PILO’s are brief, clear, precise , measurable , andPILO’s are brief, clear, precise , measurable , and
descriptive statements that relate to the skills,descriptive statements that relate to the skills,
knowledge, and behaviour that students acquire inknowledge, and behaviour that students acquire in
their progression through the program. The PILOstheir progression through the program. The PILOs
should describe what the students will benefit fromshould describe what the students will benefit from
the program activities and thus outline the expectedthe program activities and thus outline the expected
tangible or observable results. Whenever feasible,tangible or observable results. Whenever feasible,
result oriented statements are preferred and shouldresult oriented statements are preferred and should
be stated with ACTION VERBS that convey what thebe stated with ACTION VERBS that convey what the
student is to know, think, do , or value as a result ofstudent is to know, think, do , or value as a result of
the experience.the experience.

9. Referencing to StandardsReferencing to Standards : (: ( Harmonizing : ABET / QAA-UK )Harmonizing : ABET / QAA-UK )
ABET -ABET - PO’s / SO’sPO’s / SO’s
QAA-UK Adopted By QAAET-HERU -QAA-UK Adopted By QAAET-HERU - PILO’sPILO’s
Link : QAAET-HERU Program Review HandbookLink : QAAET-HERU Program Review Handbook
QAA-UK – Program Specs GuidelinesQAA-UK – Program Specs Guidelines
CMO-CHED-ExampleCMO-CHED-Example
Group of Learning Outcomes :Group of Learning Outcomes :
Knowledge and UnderstandingKnowledge and Understanding
Thinking SkillsThinking Skills
Subject-Specific SkillsSubject-Specific Skills
Transferrable / Employability SkillsTransferrable / Employability Skills
Examples :Examples :
BSBI 11-12 BSBI 10-11 BSBI 08-09BSBI 11-12 BSBI 10-11 BSBI 08-09
BSMEBSME 11-12 BSME 10-11 BSME 08-0911-12 BSME 10-11 BSME 08-09
BSIEBSIE 11-12 BSIE 10-11 BSIE 08-0911-12 BSIE 10-11 BSIE 08-09
BSCSBSCS 11-12 BSCS 10-11 BSCS 08-0911-12 BSCS 10-11 BSCS 08-09

10. As programs develop outcome statements , they must be guidedAs programs develop outcome statements , they must be guided
by expectations from relevant professional associations andby expectations from relevant professional associations and
accrediting agencies, many of which are increasingly emphasizingaccrediting agencies, many of which are increasingly emphasizing
outcomes assessment as critical to informing program evaluationoutcomes assessment as critical to informing program evaluation
and improvement.and improvement.
AMAIUB Programs Professional References for PO’s/ SO’s / PILO’s :AMAIUB Programs Professional References for PO’s/ SO’s / PILO’s :
BSCS . ABET “ a to k “BSCS . ABET “ a to k “
QAA-UK Subject Benchmark Statements for ComputingQAA-UK Subject Benchmark Statements for Computing
ACMACM
MSCS - QAA-UK Subject Benchmark Statement for ComputingMSCS - QAA-UK Subject Benchmark Statement for Computing
- ACM- ACM
BSME - ABET “ a to k “BSME - ABET “ a to k “
BSIE - ABET “ a to k “BSIE - ABET “ a to k “
BSBI -BSBI - EQANIE PLOs ( for BS and Masters )EQANIE PLOs ( for BS and Masters )
- ECBE- ECBE
- QAA-UK Subject Benchmark Statement for Business Management- QAA-UK Subject Benchmark Statement for Business Management
( for BS and Masters )( for BS and Masters )
- ACM / AIS- ACM / AIS

11. WHAT ARE COURSE INTENDED LEARNING OUTCOMESWHAT ARE COURSE INTENDED LEARNING OUTCOMES
( CILO’s )?( CILO’s )?
CILO’s – what the students will be able to do afterCILO’s – what the students will be able to do after
successful completion of the coursesuccessful completion of the course
Harmonizing : Alignment -Harmonizing : Alignment -
Links :Links :
COURSE SPECIFICATIONSCOURSE SPECIFICATIONS
http://www.ssdd.bcu.ac.uk/outcomeshttp://www.ssdd.bcu.ac.uk/outcomes
Blooms Taxonomy – Increasing Level of Cognitive ComplexityBlooms Taxonomy – Increasing Level of Cognitive Complexity
Blooms WheelBlooms Wheel
WRITING INTENDED LEARNING OUTCOMESWRITING INTENDED LEARNING OUTCOMES
ANQAAHE PresentationANQAAHE Presentation
ASSESSING INTENDED LEARNING OUTCOMESASSESSING INTENDED LEARNING OUTCOMES
Links :Links :
Table of Specifications ( TOS )Table of Specifications ( TOS )
TOSTOS

12. Links :Links :
11. Assessing for Learning. Assessing for Learning
22 Assessing High Order Think SkillsAssessing High Order Think Skills
33. Teaching Strategies. Teaching Strategies
4.4. SummativeFormativeAssessmentSummativeFormativeAssessment
5.5. Formative AssessmentFormative Assessment

13. Links :Links :
http://www. aisnet.org/http://www. aisnet.org/
www.ssdd.bcu.ac.uk/outcomes/www.ssdd.bcu.ac.uk/outcomes/
( Reference of UOB )( Reference of UOB )

14. Links shared by our Program Review Consultants :Links shared by our Program Review Consultants :
Assessment CharterAssessment Charter
See attachedSee attached
Assessment PrinciplesAssessment Principles
See attachedSee attached
Assessment Rules generallyAssessment Rules generally
http://www.bristol.ac.uk/esu/assessment/codeonline.htmlhttp://www.bristol.ac.uk/esu/assessment/codeonline.html
http://www.docs.sasg.ed.ac.uk/registry/exams/AssessmentProcedures.pdfhttp://www.docs.sasg.ed.ac.uk/registry/exams/AssessmentProcedures.pdf
learning outcomeslearning outcomes
See attachedSee attached
http://www.le.ac.uk/oerresources/internationalrelations/dissertationwriting/page_02.htmhttp://www.le.ac.uk/oerresources/internationalrelations/dissertationwriting/page_02.htm
http://www.aber.ac.uk/media/Modules/MC32820/obj.htmlhttp://www.aber.ac.uk/media/Modules/MC32820/obj.html
http://www.bre.polyu.edu.hk/subject/syllabus/Level1_5_05_06/Level4/bre499.pdf (module outline)http://www.bre.polyu.edu.hk/subject/syllabus/Level1_5_05_06/Level4/bre499.pdf (module outline)
assessment criteriaassessment criteria
See attachedSee attached
http://www.cs.bham.ac.uk/internal/courses/projects/Assessment_Form_g.pdfhttp://www.cs.bham.ac.uk/internal/courses/projects/Assessment_Form_g.pdf
http://bejlt.brookes.ac.uk/vol1/volume1issue2/academic/seymour.pdf (article re criteria-basedhttp://bejlt.brookes.ac.uk/vol1/volume1issue2/academic/seymour.pdf (article re criteria-based
assessment, see end for criteria)assessment, see end for criteria)
dissertation manualsdissertation manuals
See attachedSee attached

15. THANK YOUTHANK YOU
DR. Emelin Molo MagadaDR. Emelin Molo Magada
emmagada@amaiu.edu.bhemmagada@amaiu.edu.bh
Please email Dr. Magada for some of thePlease email Dr. Magada for some of the
contents of the links ….contents of the links ….
ACADEMIC AFFAIRSACADEMIC AFFAIRS
AMAIUBAMAIUB