Faculty Views on Developing and Assessing Learning Outcomes at the Tertiary Level

Faculty Views on Developing and Assessing Learning Outcomes at the Tertiary Level abstract: Assessing students’ learning outcomes is on the agenda of higher education institutions seeking improvement of student learning. Faculty members should be well versed in developing and assessing learning outcomes and involved in ensuring success in the assessment process; however, many claim that the process interferes with academic freedom, refuse to listen, and resist change. In this article, we examine faculty views on assessing students’ learning outcomes in English-medium universities in Arab countries. Online e-mail interviews were conducted with twenty-four faculty from universities in the Arab world to explore their views on the development and assessment of student learning outcomes. Results show that although some are eager to implement new processes, others are confused. Recommendations include following a gradual process beginning with a shared vision for identifying student learning outcomes and key indicators for achieving these outcomes as well as ongoing professional development for faculty. Evidence-based decisions for how to improve the process will enhance teaching and learning and lead to a culture of assessment. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of General Education Penn State University Press

Faculty Views on Developing and Assessing Learning Outcomes at the Tertiary Level

The Journal of General Education, Volume 64 (4) – Dec 28, 2015

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Publisher
Penn State University Press
Copyright
Copyright © The Pennsylvania State University.
ISSN
1527-2060
Publisher site
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Abstract

abstract: Assessing students’ learning outcomes is on the agenda of higher education institutions seeking improvement of student learning. Faculty members should be well versed in developing and assessing learning outcomes and involved in ensuring success in the assessment process; however, many claim that the process interferes with academic freedom, refuse to listen, and resist change. In this article, we examine faculty views on assessing students’ learning outcomes in English-medium universities in Arab countries. Online e-mail interviews were conducted with twenty-four faculty from universities in the Arab world to explore their views on the development and assessment of student learning outcomes. Results show that although some are eager to implement new processes, others are confused. Recommendations include following a gradual process beginning with a shared vision for identifying student learning outcomes and key indicators for achieving these outcomes as well as ongoing professional development for faculty. Evidence-based decisions for how to improve the process will enhance teaching and learning and lead to a culture of assessment.

Journal

The Journal of General EducationPenn State University Press

Published: Dec 28, 2015

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