AMA INTERNATIONAL UNIVERSITY- BAHRAINAMA INTERNATIONAL UNIVERSITY- BAHRAIN

February 5, 2012February 5, 2012

HARMONIZING COURSE HARMONIZING COURSE OBJECTIVES & PROGRAMME OBJECTIVES & PROGRAMME OBJECTIVES in ASSESSING OBJECTIVES in ASSESSING

STUDENT LEARNINGSTUDENT LEARNING

ENGR. EMELIN MOLO MAGADAENGR. EMELIN MOLO MAGADACh.E., BBM-MBA-(DBA), CT-ADCS-MSCS, (BSEEd)-MACOED-Ed.DCh.E., BBM-MBA-(DBA), CT-ADCS-MSCS, (BSEEd)-MACOED-Ed.D..

• Theme :

• HARMONIZING COURSE OBJECTIVES and PROGRAM OBJECTIVES in ASSESSING

STUDENT LEARNING

HARMONIZING TEACHING – LEARNING HARMONIZING TEACHING – LEARNING PROCESSES / ACTIVITIES AND LEARNING PROCESSES / 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

• Link …AMAIUB

ACADEMIC PROGRAM ASSESSMENT MODEL

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 - QAP ANQAAHE – NORMAN RYAN

WHAT ARE STUDENT-LEARNING OUTCOMES ?WHAT ARE STUDENT-LEARNING OUTCOMES ?

Learning Outcomes provide a basis for strategies Learning Outcomes provide a basis for strategies to measure student performance and assess program to measure student performance and assess program effectiveness to continuously improve teaching and effectiveness to continuously improve teaching and

learning. Learning outcomes are statement that specify learning. Learning outcomes are statement that specify what the student will be able to do as a result of program what the student will be able to do as a result of program

activity. The keyword is “ do” and that is why learning activity. 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 Outcomes From Bologna Process – QAP Dr. Jawaher Presentation

WHAT ARE PROGRAM EDUCATIONAL OBJECTIVES WHAT ARE PROGRAM EDUCATIONAL OBJECTIVES ( PEOs )?( PEOs )?

PEO’s are broad statements that describes PEO’s are broad statements that describes the career and professional accomplishments that the career and professional accomplishments that the program is preparing graduates to achieve. the program is preparing graduates to achieve. They are the expected accomplishments of They 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 : BSBI BSCS BSME DM DM MBA MSCS MBA MSCS BSIE BSIS BSIS

WHAT ARE PROGRAM INTENDED LEARNING OUTCOMES WHAT ARE PROGRAM INTENDED LEARNING OUTCOMES ( PILOs )?( PILOs )?

PILO’s are brief, clear, precise , measurable , and PILO’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 in knowledge, and behaviour that students acquire in their progression through the program. The PILOs their progression through the program. The PILOs should describe what the students will benefit from should describe what the students will benefit from the program activities and thus outline the expected the 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 should result oriented statements are preferred and should be stated with ACTION VERBS that convey what the be stated with ACTION VERBS that convey what the student is to know, think, do , or value as a result of student is to know, think, do , or value as a result of

the experience.the experience.

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 Handbook QAA-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 08-09BSME 11-12 BSME 10-11 BSME 08-09 11-12 BSME 10-11 BSME 08-09BSIE 11-12 BSIE 10-11 BSIE 08-09 11-12 BSIE 10-11 BSIE 08-09BSCS 11-12 BSCS 10-11 BSCS 08-09 11-12 BSCS 10-11 BSCS 08-09

As programs develop outcome statements , they must be guided As programs develop outcome statements , they must be guided by expectations from relevant professional associations and by expectations from relevant professional associations and

accrediting agencies, many of which are increasingly emphasizing accrediting agencies, many of which are increasingly emphasizing outcomes assessment as critical to informing program evaluation outcomes 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 ) - 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

WHAT ARE COURSE INTENDED LEARNING OUTCOMES WHAT ARE COURSE INTENDED LEARNING OUTCOMES ( CILO’s )?( CILO’s )?

CILO’s – what the students will be able to do after CILO’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/outcomes Blooms Taxonomy – Increasing Level of Cognitive Complexity Blooms Wheel

WRITING INTENDED LEARNING OUTCOMESWRITING INTENDED LEARNING OUTCOMES ANQAAHE PresentationASSESSING INTENDED LEARNING OUTCOMESASSESSING INTENDED LEARNING OUTCOMES Links :Links :

Table of Specifications ( TOS )TOS

Links :Links :

1. Assessing for Learning. Assessing for Learning

2 Assessing High Order Think Skills Assessing High Order Think Skills

3. Teaching Strategies. Teaching Strategies

4. SummativeFormativeAssessmentSummativeFormativeAssessment

5. Formative Assessment Formative Assessment

Links : Links :

http://www. aisnet.org/http://www. aisnet.org/

www.ssdd.bcu.ac.uk/outcomes/

( Reference of UOB )( Reference of UOB )

Links shared by our Program Review Consultants :Links shared by our Program Review Consultants :Assessment CharterAssessment CharterSee attachedSee attached Assessment PrinciplesAssessment PrinciplesSee attachedSee attached Assessment Rules generallyAssessment Rules generallyhttp://www.bristol.ac.uk/esu/assessment/codeonline.htmlhttp://www.bristol.ac.uk/esu/assessment/codeonline.htmlhttp://www.docs.sasg.ed.ac.uk/registry/exams/AssessmentProcedures.pdfhttp://www.docs.sasg.ed.ac.uk/registry/exams/AssessmentProcedures.pdf learning outcomeslearning outcomesSee attachedSee attachedhttp://www.le.ac.uk/oerresources/internationalrelations/dissertationwriting/page_02.htmhttp://www.le.ac.uk/oerresources/internationalrelations/dissertationwriting/page_02.htmhttp://www.aber.ac.uk/media/Modules/MC32820/obj.htmlhttp://www.aber.ac.uk/media/Modules/MC32820/obj.htmlhttp://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 criteriaSee attachedSee attachedhttp://www.cs.bham.ac.uk/internal/courses/projects/Assessment_Form_g.pdfhttp://www.cs.bham.ac.uk/internal/courses/projects/Assessment_Form_g.pdfhttp://bejlt.brookes.ac.uk/vol1/volume1issue2/academic/seymour.pdf (article re criteria-based http://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 manualsSee attachedSee attached

THANK YOU THANK YOU

DR. Emelin Molo MagadaDR. Emelin Molo Magadaemmagada@amaiu.edu.bhemmagada@amaiu.edu.bh

Please email Dr. Magada for some of the Please email Dr. Magada for some of the contents of the links ….contents of the links ….

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