Here are some examples of quality improvement resulting from quality assurance practices identified in the interviews:
- Revising the role and intended audience of a task based on participation in a national project focused on assessment quality (e.g. the Achievement Matters project)
- Providing more challenging feedback to students after observing and discussing feedback approaches with colleagues through a quality assurance process
- Tutors providing annotated exemplars of student work to help students better understand assessment criteria and standards, which arose from quality assurance discussions among teaching staff
In general, interviewees attributed quality improvements to quality assurance processes that facilitated discussion and reflection with colleagues, whether through participation in national projects, peer review of feedback, or moderation activities involving exemplars. The
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
The document summarizes a presentation by Trudy W. Banta on discipline-based assessment of graduate learning outcomes. It discusses using assessment to provide evidence of student learning at the individual, group, program and institutional levels. Assessment data can be used for program improvement, accreditation, and comparing performance across levels from courses to institutions. Standardized tests have limitations and measure prior learning more than value added by colleges. Student motivation is important for accurate assessment.
This document summarizes a presentation on moving towards more interactive and authentic forms of assessment. It discusses moving beyond traditional testing towards more reflexive and integrative assessment that involves self-assessment and peer assessment. Examples are given of interactive e-assessment tools and how assessment could involve virtual environments, games, simulations and role-playing to make assessment more engaging and realistic. The presentation envisions future assessment measuring higher-order skills like problem-solving approaches within collaborative contexts.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
The document describes an external assurance of learning model used to assess accounting degree programs against established learning standards. The Achievement Matters project aims to:
1) Obtain external peer-reviewed evidence of accounting learning outcomes benchmarked against standards through a sustainable and reliable assessment process.
2) Develop a model for assessing learning outcomes against standards that satisfies external quality assurance needs while motivating continuous improvement.
3) Provide professional development for academics on assessment.
The project involves calibrating academics on learning standards and conducting live reviews of student work to assess achievement of standards. Results of calibration workshops show reduced variability in reviewer judgements, suggesting the model provides a valid means for external program assessment and quality improvement.
2016-12-07 Development of a Project/Problem Based Learning Body of Knowledge ...Yoshiki Sato
Our main goal in this study was to resolve the difficulty of facilitating problem-solving-learning in schools, where all facilitators carry out the effective facilitation of Problem/Project Based Learning (PBL) that satisfies a certain quality.
This paper discusses a `Project/Problem Based Learning Body of Knowledge (PBLBOK)' that was developed to enable facilitation suitable for learning scenarios.
We refer to the project management method, classify causes from learners having fallen into difficult situations, and define the viewpoints, processes, and intermediate artifacts (deliverables) of PBL in the development of PBLBOK.
We then describe how we organized the knowledge to facilitate PBL.
PBLBOK provides viewpoints, processes, and deliverables of facilitation, and also provides viewpoints for the evaluation of PBL by referring to the project management framework.
We found that teachers could efficiently and effectively facilitate and evaluate PBL by using PBLBOK.
Yoshiki Sato, Atsuo Hazeyama, Youzou Miyadera:
"Development of a {Project/Problem} Based Learning Body of Knowledge (PBLBOK)", Proc. 2016 IEEE 8th International Conference on Engineering Education (ICEED 2016), pp.189--194, 2016.(Kuala Lumpur, Malaysia)
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
The document summarizes a presentation by Trudy W. Banta on discipline-based assessment of graduate learning outcomes. It discusses using assessment to provide evidence of student learning at the individual, group, program and institutional levels. Assessment data can be used for program improvement, accreditation, and comparing performance across levels from courses to institutions. Standardized tests have limitations and measure prior learning more than value added by colleges. Student motivation is important for accurate assessment.
This document summarizes a presentation on moving towards more interactive and authentic forms of assessment. It discusses moving beyond traditional testing towards more reflexive and integrative assessment that involves self-assessment and peer assessment. Examples are given of interactive e-assessment tools and how assessment could involve virtual environments, games, simulations and role-playing to make assessment more engaging and realistic. The presentation envisions future assessment measuring higher-order skills like problem-solving approaches within collaborative contexts.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
The document describes an external assurance of learning model used to assess accounting degree programs against established learning standards. The Achievement Matters project aims to:
1) Obtain external peer-reviewed evidence of accounting learning outcomes benchmarked against standards through a sustainable and reliable assessment process.
2) Develop a model for assessing learning outcomes against standards that satisfies external quality assurance needs while motivating continuous improvement.
3) Provide professional development for academics on assessment.
The project involves calibrating academics on learning standards and conducting live reviews of student work to assess achievement of standards. Results of calibration workshops show reduced variability in reviewer judgements, suggesting the model provides a valid means for external program assessment and quality improvement.
2016-12-07 Development of a Project/Problem Based Learning Body of Knowledge ...Yoshiki Sato
Our main goal in this study was to resolve the difficulty of facilitating problem-solving-learning in schools, where all facilitators carry out the effective facilitation of Problem/Project Based Learning (PBL) that satisfies a certain quality.
This paper discusses a `Project/Problem Based Learning Body of Knowledge (PBLBOK)' that was developed to enable facilitation suitable for learning scenarios.
We refer to the project management method, classify causes from learners having fallen into difficult situations, and define the viewpoints, processes, and intermediate artifacts (deliverables) of PBL in the development of PBLBOK.
We then describe how we organized the knowledge to facilitate PBL.
PBLBOK provides viewpoints, processes, and deliverables of facilitation, and also provides viewpoints for the evaluation of PBL by referring to the project management framework.
We found that teachers could efficiently and effectively facilitate and evaluate PBL by using PBLBOK.
Yoshiki Sato, Atsuo Hazeyama, Youzou Miyadera:
"Development of a {Project/Problem} Based Learning Body of Knowledge (PBLBOK)", Proc. 2016 IEEE 8th International Conference on Engineering Education (ICEED 2016), pp.189--194, 2016.(Kuala Lumpur, Malaysia)
This document outlines an implementation plan for outcome-based education (OBE) at PMAS-Arid Agriculture University in Rawalpindi, Pakistan. It establishes an OBE committee to facilitate the process. The committee will define program outcomes like vision, mission, course learning outcomes, and assessment tools. A framework is presented for curriculum development aligned with graduate attributes and stakeholder interests. Implementation will include establishing outcomes, rubrics, surveys, and continuous quality improvement. Courses will maintain files with schedules, assessments, and instructor profiles. The plan schedules implementation over 22 weeks with tasks for departments, instructors, and committees.
The document discusses a workshop for program evaluators (PEVs) organized by the Board of Accreditation for Engineering and Technical Education (BAETE) in Dhaka. The workshop covers several interactive sessions to help PEVs design assessment forms and schedule on-site visits. It emphasizes evaluating programs based on BAETE's 11 accreditation criteria, with a focus on assessing attainment of program outcomes and continuous quality improvement. The document provides guidance on what PEVs should look for during visits and how outcomes should be assessed to determine compliance with accreditation standards.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
Ludka Kotarska Mid-term self-assessment revisited - making the most of the Ea...eaquals
This document discusses institutional self-assessment and its role in the Eaquals quality cycle. It describes the objectives and benefits of self-assessment, including encouraging reflection, empowering staff, and identifying areas for improvement. The document outlines Eaquals' self-assessment process, including conducting a self-assessment questionnaire, activities, and developing an action plan based on the results. It also discusses mid-term self-assessment, where institutions assess their progress since the last inspection. The document raises issues with the current approach and proposes focusing mid-term self-assessment on implementing recommendations and assessing indicators of excellence to better facilitate ongoing quality improvement.
The document discusses creating a high-performing project team. It covers building a team by determining requirements, appraising skills, and maintaining knowledge transfer. It also discusses defining ground rules, negotiating agreements, empowering and training team members, engaging virtual teams, and building shared understanding. The objectives focus on these topics, including maintaining diversity and inclusion, assessing skills, and ensuring adequate training. Deliverables include skills lists and tools like RACI matrices to help assign resources and schedule teams.
Diploma Supplements – Responsibilities, Processes, Practice at FAULEBPass Project
The document discusses diploma supplements at FAU University. It provides an overview of FAU, including its establishment, locations, schools, professors, staff and students. It then discusses FAU's approach to quality assurance, which includes 4 levels (university, school, study program, module) and 4 dimensions (quality policy, structural quality, process quality, result quality). Specifically regarding diploma supplements, it describes FAU's template and process for generating supplements specific to each study program. The process involves teams constructing the program, support from quality management offices, and approval from decision-making bodies. It concludes with lessons learned about clarifying roles and processes to ensure ownership while providing support.
Project based leaning a toolkit for teachersSTEPHEN ANDREW
Project Based Learning presents several challenges for implementation in schools. It requires more time and resources compared to traditional teaching methods. It can also be difficult to assess student learning in open-ended projects. Student groups may also struggle with collaboration, time management, and dividing work evenly. Finally, some teachers may lack training in facilitating open-inquiry student projects.
Performance based learning and the global classroommwedin
The document discusses performance-based learning and global competence. It outlines 8 essentials of performance-based learning including significant content, 21st century skills, inquiry and innovation. It then describes the Graduation Performance System used by the International Studies Schools Network which uses performance-based assessments to ensure students are college ready and globally competent upon graduation. Key aspects of the system include performance outcomes aligned to standards, a portfolio of student work, and using student performance to drive continuous improvement among teachers and students.
Equitable assessment of the practical component of scientific moduleslinioti
This document discusses laboratory assessment practices for science modules at the Institute of Technology Tallaght (ITT). It aims to determine if current laboratory assessment methods reliably indicate students' ability to meet learning outcomes and are equitable for all learning styles. Regression analysis of four modules showed moderate correlation between laboratory assessments and final exams, suggesting they measure some similar but also different learning outcomes. The analysis indicates a need to reconsider practices like re-introducing failed elements and using a broader range of assessment methods to account for diverse learning styles and better align practical and theoretical assessments.
Practitest webinar - When a test manager makes a differenceDerk-Jan de Grood
Due to the adoption of Agile, the role of test manager seems redundant. Teams and individual professionals are self-managing and coordinating their own work.
Nevertheless, in some organizations and projects, there is a need for a quality ambassador that understand the agile quality strategy and can help, monitor and ensure that working solutions are delivered.
In this webinar we will explore situations in which you as a test manager can make a difference. For example:
How do we e.g. deal with compliance, integration and final acceptance in a contractor’s context?
How does a test manager coordinate the work over teams and ensures the quality of the testing itself?
Thanks Joel Montvelisky, PractiTest Chief Solution Architect, for hosting my webinar.
Yesterday Jan Jaap Cannegieter and I gave an amazing tutorial at the Agile testing days. In our full day tutorial we discussed the role of the test manager and how to add value in an agile environment.
We discovered that a test manager is operation at two interfaces. One is being that of a quality ambassador that shows the business and stakeholders how testing is done and how its progressing . On the other interface the test manager is enabling the team(s) to build quality into their deliverables. During this full day tutorial we deep dived on both aspects. We discussed the agile test strategy and investigated what activities we test managers undertake, what activities we find important and what is valued most by our stakeholder. You wouldn’t be surprised if we told you that there is a gap between both. Next we practiced with defining agile test plans at MVP and sprint level. And assessed other roles that test managers can adopt. We closed the full circle by concluding that extra activities might be added to our initial brainstorm results. The topic is truly alive. Not only did we have a full rum (we had an all-time conference record with the amount of attendees), during the day we had a lot of lively discussions and answered a lot of questions from the participants. We loved the participation of all in the room and believe we all had a good day.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
The document outlines an upcoming two-day workshop on Outcome Based Education (OBE) in Islamabad, Pakistan. Day 1 will cover the concepts of OBE, developing engineering curricula with a focus on Programme Educational Objectives (PEO) and Programme Outcomes (PO). Day 2 will cover learning styles, pedagogy, assessment methods including rubrics and evaluation. The workshop aims to help participants understand OBE issues related to objectives, outcomes and assessment to link them for effective implementation and continual quality improvement.
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
This document provides a template for a course report on the Pharmacology for Nursing course. The report includes sections on course identification, delivery, student results, learning outcomes assessment, quality evaluation, difficulties and challenges, and an improvement plan. Key details include student grade distributions, results of a learning outcomes assessment, and recommendations from a student evaluation such as conducting peer reviews of multiple choice questions. The report provides an overview of the course and a plan for continuous improvement.
Triangulation in Teaching Assessment & learning Outcomes (2) (1)Sheema Haider
This document discusses the concept of triangulation in teaching, assessment, and learning outcomes. It defines triangulation as collecting evidence of student learning from conversations (intended learning outcomes), observations (teaching methods), and products (assessments). The document emphasizes the need to establish clear links between these three elements. It provides examples of mapping intended learning outcomes to specific teaching strategies and assessment methods. The conclusion is that faculty need education on developing intended learning outcomes, incorporating innovative teaching methods focused on the outcomes, and using assessment based on the outcomes from multiple sources.
This document discusses outcome-based education (OBE) and related concepts. It defines OBE as focusing on student learning by using learning outcome statements, providing learning activities to help students achieve outcomes, and assessing how well students meet outcomes. It discusses constructive alignment, where teaching methods and assessments are aligned with intended learning outcomes. The document also covers continuous quality improvement (CQI) and closing the assessment loop to enhance teaching/learning based on evidence. Key performance indicators (KPIs) are used to measure achievement of course, program, and institutional learning outcomes and objectives.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document outlines an implementation plan for outcome-based education (OBE) at PMAS-Arid Agriculture University in Rawalpindi, Pakistan. It establishes an OBE committee to facilitate the process. The committee will define program outcomes like vision, mission, course learning outcomes, and assessment tools. A framework is presented for curriculum development aligned with graduate attributes and stakeholder interests. Implementation will include establishing outcomes, rubrics, surveys, and continuous quality improvement. Courses will maintain files with schedules, assessments, and instructor profiles. The plan schedules implementation over 22 weeks with tasks for departments, instructors, and committees.
The document discusses a workshop for program evaluators (PEVs) organized by the Board of Accreditation for Engineering and Technical Education (BAETE) in Dhaka. The workshop covers several interactive sessions to help PEVs design assessment forms and schedule on-site visits. It emphasizes evaluating programs based on BAETE's 11 accreditation criteria, with a focus on assessing attainment of program outcomes and continuous quality improvement. The document provides guidance on what PEVs should look for during visits and how outcomes should be assessed to determine compliance with accreditation standards.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
Ludka Kotarska Mid-term self-assessment revisited - making the most of the Ea...eaquals
This document discusses institutional self-assessment and its role in the Eaquals quality cycle. It describes the objectives and benefits of self-assessment, including encouraging reflection, empowering staff, and identifying areas for improvement. The document outlines Eaquals' self-assessment process, including conducting a self-assessment questionnaire, activities, and developing an action plan based on the results. It also discusses mid-term self-assessment, where institutions assess their progress since the last inspection. The document raises issues with the current approach and proposes focusing mid-term self-assessment on implementing recommendations and assessing indicators of excellence to better facilitate ongoing quality improvement.
The document discusses creating a high-performing project team. It covers building a team by determining requirements, appraising skills, and maintaining knowledge transfer. It also discusses defining ground rules, negotiating agreements, empowering and training team members, engaging virtual teams, and building shared understanding. The objectives focus on these topics, including maintaining diversity and inclusion, assessing skills, and ensuring adequate training. Deliverables include skills lists and tools like RACI matrices to help assign resources and schedule teams.
Diploma Supplements – Responsibilities, Processes, Practice at FAULEBPass Project
The document discusses diploma supplements at FAU University. It provides an overview of FAU, including its establishment, locations, schools, professors, staff and students. It then discusses FAU's approach to quality assurance, which includes 4 levels (university, school, study program, module) and 4 dimensions (quality policy, structural quality, process quality, result quality). Specifically regarding diploma supplements, it describes FAU's template and process for generating supplements specific to each study program. The process involves teams constructing the program, support from quality management offices, and approval from decision-making bodies. It concludes with lessons learned about clarifying roles and processes to ensure ownership while providing support.
Project based leaning a toolkit for teachersSTEPHEN ANDREW
Project Based Learning presents several challenges for implementation in schools. It requires more time and resources compared to traditional teaching methods. It can also be difficult to assess student learning in open-ended projects. Student groups may also struggle with collaboration, time management, and dividing work evenly. Finally, some teachers may lack training in facilitating open-inquiry student projects.
Performance based learning and the global classroommwedin
The document discusses performance-based learning and global competence. It outlines 8 essentials of performance-based learning including significant content, 21st century skills, inquiry and innovation. It then describes the Graduation Performance System used by the International Studies Schools Network which uses performance-based assessments to ensure students are college ready and globally competent upon graduation. Key aspects of the system include performance outcomes aligned to standards, a portfolio of student work, and using student performance to drive continuous improvement among teachers and students.
Equitable assessment of the practical component of scientific moduleslinioti
This document discusses laboratory assessment practices for science modules at the Institute of Technology Tallaght (ITT). It aims to determine if current laboratory assessment methods reliably indicate students' ability to meet learning outcomes and are equitable for all learning styles. Regression analysis of four modules showed moderate correlation between laboratory assessments and final exams, suggesting they measure some similar but also different learning outcomes. The analysis indicates a need to reconsider practices like re-introducing failed elements and using a broader range of assessment methods to account for diverse learning styles and better align practical and theoretical assessments.
Practitest webinar - When a test manager makes a differenceDerk-Jan de Grood
Due to the adoption of Agile, the role of test manager seems redundant. Teams and individual professionals are self-managing and coordinating their own work.
Nevertheless, in some organizations and projects, there is a need for a quality ambassador that understand the agile quality strategy and can help, monitor and ensure that working solutions are delivered.
In this webinar we will explore situations in which you as a test manager can make a difference. For example:
How do we e.g. deal with compliance, integration and final acceptance in a contractor’s context?
How does a test manager coordinate the work over teams and ensures the quality of the testing itself?
Thanks Joel Montvelisky, PractiTest Chief Solution Architect, for hosting my webinar.
Yesterday Jan Jaap Cannegieter and I gave an amazing tutorial at the Agile testing days. In our full day tutorial we discussed the role of the test manager and how to add value in an agile environment.
We discovered that a test manager is operation at two interfaces. One is being that of a quality ambassador that shows the business and stakeholders how testing is done and how its progressing . On the other interface the test manager is enabling the team(s) to build quality into their deliverables. During this full day tutorial we deep dived on both aspects. We discussed the agile test strategy and investigated what activities we test managers undertake, what activities we find important and what is valued most by our stakeholder. You wouldn’t be surprised if we told you that there is a gap between both. Next we practiced with defining agile test plans at MVP and sprint level. And assessed other roles that test managers can adopt. We closed the full circle by concluding that extra activities might be added to our initial brainstorm results. The topic is truly alive. Not only did we have a full rum (we had an all-time conference record with the amount of attendees), during the day we had a lot of lively discussions and answered a lot of questions from the participants. We loved the participation of all in the room and believe we all had a good day.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
The document outlines an upcoming two-day workshop on Outcome Based Education (OBE) in Islamabad, Pakistan. Day 1 will cover the concepts of OBE, developing engineering curricula with a focus on Programme Educational Objectives (PEO) and Programme Outcomes (PO). Day 2 will cover learning styles, pedagogy, assessment methods including rubrics and evaluation. The workshop aims to help participants understand OBE issues related to objectives, outcomes and assessment to link them for effective implementation and continual quality improvement.
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
This document provides a template for a course report on the Pharmacology for Nursing course. The report includes sections on course identification, delivery, student results, learning outcomes assessment, quality evaluation, difficulties and challenges, and an improvement plan. Key details include student grade distributions, results of a learning outcomes assessment, and recommendations from a student evaluation such as conducting peer reviews of multiple choice questions. The report provides an overview of the course and a plan for continuous improvement.
Triangulation in Teaching Assessment & learning Outcomes (2) (1)Sheema Haider
This document discusses the concept of triangulation in teaching, assessment, and learning outcomes. It defines triangulation as collecting evidence of student learning from conversations (intended learning outcomes), observations (teaching methods), and products (assessments). The document emphasizes the need to establish clear links between these three elements. It provides examples of mapping intended learning outcomes to specific teaching strategies and assessment methods. The conclusion is that faculty need education on developing intended learning outcomes, incorporating innovative teaching methods focused on the outcomes, and using assessment based on the outcomes from multiple sources.
This document discusses outcome-based education (OBE) and related concepts. It defines OBE as focusing on student learning by using learning outcome statements, providing learning activities to help students achieve outcomes, and assessing how well students meet outcomes. It discusses constructive alignment, where teaching methods and assessments are aligned with intended learning outcomes. The document also covers continuous quality improvement (CQI) and closing the assessment loop to enhance teaching/learning based on evidence. Key performance indicators (KPIs) are used to measure achievement of course, program, and institutional learning outcomes and objectives.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. Assessing and Assuring
Graduate Learning Outcomes
National Fora
Brisbane Melbourne Sydney Adelaide
Perth
audio link to this presentation
2. AAGLO National Fora
2012
WELCOME
●
Forum program
● 9:15 Registration
● 9:30 Opening and brief overview of AAGLO Project
● 9:45 Keynote address
Professor Trudy W. Banta
● 10:45 Questions
● 11:10 Morning tea
● 11:30 Presentation of AAGLO interview findings
● 12:00 Workshop
Response to issues raised (15 minutes - Trudy Banta)
● 1:30pm - 2:15pm Lunch
3. Forum Objectives
For participants to engage with colleagues
in:
● discussion of practice and issues in the assessment and assurance
of graduate learning outcomes in the Australian higher education
context
● developing informed opinion to contribute to institutional decision-
making at various levels
● forming collaborations for further investigation and innovation in this
area.
●
4. The AAGLO PROJECT
● Funded in 2010 under the ALTC Strategic
Priority Project Scheme to investigate
● The types of assessment tasks most likely to
provide convincing evidence of student
achievement of or progress towards graduate
learning outcomes? and,
● The processes that best assure the quality of
assessment of graduate learning outcomes.
●
5. ● Project team:
● Simon Barrie (The University of Sydney)
● Clair Hughes (The University of Queensland)
● Geoffrey Crisp (RMIT)
● Anne Bennison – Project Manager (The University of Queensland)
● Timeline: Jan 2011 – August 2012
● International reference group
● Broad in scope and range of activities
Project website http://www.itl.usyd.edu.au/projects/aaglo/
6. Project activities and outcomes to
date
Activities Outcomes
Situational analysis “Related projects” identified and documented,
communication with project and institutional leaders
Literature review Summary papers
1: The ALTC AAGLO project and the international standards agenda
Consultation with 2: Assurance of graduate learning outcomes through external review
reference group 3: Challenges of assessing Graduate Learning Outcomes (GLOs) in
work-based contexts
Visits to international 4: Standardised testing of graduate Learning Outcomes in Higher
Education
centres of excellence 5: Approaches to the assurance of assessment quality
Conference roundtables 6. Assessment policy issues in the effective assessment and assurance
of GLOs
Endnote library
Participation in national Response to government discussion paper on the
debates Assessment of Generic Skills
Co-authorship of “Mapping learning and teaching
standards in Australian Higher education: An issues
and options paper”
Interviews Findings
7. Keynote
Trudy Banta - pioneer in outcomes
assessment
● Professor in Higher Education
● Senior Advisor to the Chancellor for
Academic Planning and Evaluation at
Indiana University - Purdue University
(IUPUI)
● founding editor of “Assessment Update”
● numerous publications on outcomes
assessment.
http://www.planning.iupui.edu/103.html
10. AAGLO Interviews
● Ethical approval
● Telephone interviews
● Participants selected through LTAS project and in consultation with LTAS
scholars
● 84 invitations to academics across 7 disciplines (Accounting/Business:
Chemistry: Drama and performance: Engineering: History: Law: Veterinary
Science) representing LTAS demonstration clusters and range of university
types and locations throughout Australia
● 48 interviews conducted of approximately one hour (2 partial)
● broad coverage of assessment and assurance practice and issues
● Nvivo software for analysis and storage of data.
12. We interviewed ......
● 30 male and 18 female academics
● academics from 26 institutions
● 15 Deans /Associate Deans
● 12 with program-level responsibilities
● 36 with single course responsibilities
● 41 who taught in one or more courses
● 17 involved in disciplinary initiatives around assessment and standards such
as LTAS project
● 10 involved in other national projects
● 3 LTAS Discipline Scholars
● 4 Quality Verification System (QVS) and 2 other external reviewers
● 4 past or current members of disciplinary accreditation panels
● several academics who had published in this area
17. Other task features
Task relationship patterns within a course
Cumulative (a series of related tasks combined as a single product) –
9
Linked – 15 (successful completions of a task indicated likelihood of
success in following tasks)
Repetitive -3 (same task repeated several times to develop expertise)
Independent -16 (different tasks assessed different components of a
course)
Active student role
18. Effective task characteristics
● Multiple, related stages
● Aligned with course learning objectives – incorporation of
TLOs such as self-organisation, management, lifelong
learning: reflect on social, cultural and ethical issues: apply
local and international perspectives; plan ongoing personal
and professional development.
● Blurred distinction between learning and assessment
activities
● Activities and text types characteristic of profession
● Authentic contexts, roles and audiences
● 12 real-life
● 25 lifelike (definitional range)
● Careful group task design, management and grading
● Active role that developed student capacity for self-
assessment and self-directed learning
20. Task quality assurance practice
Pre-implementation Post-implementation
● Assessment policy ● Formal evaluation processes (24)
● Other related policy (e.g. Quality incorporating:
Assurance) ● review of student satisfaction surveys
● Mapping of program curriculum inputs ● monitoring by boards of examiners or
(25) or program assessment (5) other committees
● audits and reviews
● Formal approval processes for new ● documentation and reporting of
and revised assessment by variously responsive action by course and
titled committees program coordinators and sometimes
● Course level (3) individual teaching staff.
● Program level (14) ● Student representation on faculty TL
● Faculty or school level (26) Committees (6)
● Institutional level (8) ● Response to student complaints (1)
● Multiple level (15) ● Informal only (6)
● Some approval for examinations only ●
● Informal only (5)
●
21. Assuring task quality
● Approval from a whole-of-program perspective
● Approval for significant change as well as for new
assessment tasks
● Effort spent prior to implementation to save effort after
implementation
● Where multiple approval is required at least one level
provides feedback beyond policy compliance
● Consequential review and evaluation procedures –
action required and reported
● Institutional data collection and reporting support the
evaluation process
● Inclusive – all have some level of responsibility for
assessment quality
●
22. HOW IS THE QUALITY OF TASK
JUDGEMENTS ASSURED?
23. The basis of judgements
● Course LOs based on institutional
graduate attributes (28), personal
experience (17) and accreditation
requirements (12)
● Common practice to provide criteria with
marks, criteria and standards rubrics or
marking guidelines
● Links between wording of course LOs and
assessment criteria often unclear
●
24. Assuring standards
Post-judgement –
Pre-judgement -
(consensus moderation)
(calibration)
Examples ● No moderation rare and usually if
only single marker
● Workshop for staff to induct them into the standard ● Moderation could be informal.
expected for the award of different grades ● The teams marking the
assignment often sit in the same
● Project work is required at each level of the program
room to mark they don’t have to
with about 70 academics involved in the
assessment process. As part of their induction they but normally do so as this is
are provided with a training session during which another opportunity for informal
everyone marks particular group reports from moderation.
previous years and displays their mark on yellow
paper on the reports around the room to enable ● Consensus moderation most
them to compare their standards with those of common approach (85 comments), e.
others
g.
● Preliminary marking of selected papers, discussion ● discussion to reach agreement
of the application of criteria and standards prior to ● double marking
marking of remainder of papers ● random checks by coordinator
● Much marking is undertaken by sessional staff.
● Some instances (5) of normal
distribution requirement with rescaling
They are gathered together andR. (2012). Assuring comparability of achievement standards in higher
Sadler, D. the criteria are
explained. The unit team pick out a small numbermoderation to calibration. Manuscript submitted for
education: From consensus of of ‘outliers’ or justification required
publication.
assignments randomly to mark and discuss. After
25. Assuring judgement quality
● Shared standards at program and course level
● Effort spent to establish standards prior to
judgements to save effort after judgements
have been made
● Criteria and standards basis for both
assessment judgements and moderation
● Inclusive – all have some level of
responsibility for assessment judgements
including casual staff
● Resourcing to support effective calibration and
moderation processes – rescaling cheaper but
less effective as professional development
26. HOW IS STUDENT PROGRESS
REPORTED ACROSS THE YEARS OF A
PROGRAM?
27. Recording student GLO
progress through a
program
● Few examples of progressive recording of student GLO development
● Most common was aggregation of course grades in summary numerical
forms such as those required for progressive GPA calculation
● Some year level (horizontal) approaches
● Mapping of inputs on assumption that coverage of GLOs in combination
with aligned assessment a logical proxy measure of progress. Challenged in
institutions with standardised grade cut-offs such as 50% “Pass” grades.
● 3 reports of informal approaches with small student cohorts (e.g. team
meetings)
● Reservations about ePortfolios effectiveness as practice inconsistent
● Most reported monitoring student progress as a current priority – wait and
see attitude to possible TEQSA requirements
●
28. CAN YOU IDENTIFY EXAMPLES OF
QUALITY IMPROVEMENT RESULTING
FROM QUALITY ASSURANCE
PRACTICES?
29. Quality improvement
Examples
● Nomination of task role and audience for report
after participation in ‘Achievement Matters’ project
● Lecturer feedback more challenging after
discussion and observation of feedback provided
by colleagues
● Tutor provision of annotated samples of work to
students to facilitate understanding of criteria and
standards
All example attributed to quality assurance
processes that encouraged and facilitated dialogue
with colleagues