MEASURING THE ACHIEVEMENT OF EXPECTED LEARNING OUTCOMES AS A WAY TO ENHANCE AUN-QA OUTCOMES-BASED EDUCATION AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

2021 ◽  
Vol 48 (6) ◽  
Author(s):  
NGUYEN HUY PHUC
Keyword(s):  
Quality Assurance ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cumulative Effect ◽  
Program Assessment ◽  
Educational Process ◽  
Ho Chi Minh City ◽  
Quality Outcomes ◽  
Network Quality ◽  
Outcomes Based Education

Outcomes-based education (OBE) implementation at Industrial University of Ho Chi Minh City (IUH) is built based on ASEAN University Network – Quality Assurance (AUN-QA) outcomes-based concept, which provides quality outcomes at the end of educational process. The goals for this are to meet the requirements of stakeholders with a set of expected learning outcomes (ELOs). The expected learning outcomes are concerned with the achievements of the learner at the graduation time rather than the intentions of the teacher, which are often written as aims, goals or objectives of the program. Measuring the achievement of ELOs is considered to enhance OBE. Focus of providing evidences of program assessment is on the cumulative effect of student learning and influences. Principles of program assessment are to seek the answers for such questions: “When to collect data? From whom to collect data? What is interpretation of the assessment results? This work demonstrates an example of ELOs measurement at program level at IUH.

Standardization and modernization of Kazakhstan Higher education

2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
The Republic ◽  
State Educational

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

Quality-Assurance Assessment of Learning Outcomes in Mathematics

2015 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Seifedine Kadry
Keyword(s):  
Differential Equation ◽  
Quality Assurance ◽  
Student Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Student Outcomes ◽  
Systematic Approach ◽  
Student Learning Outcomes ◽  
Assessment Of Learning ◽  
Analyze Data

Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.

scholarly journals Quality Assessment in Higher Education

2015 ◽  
Vol 50 ◽  
pp. 162-171
Author(s):  
Farzand Ali Sawand ◽  
Behram Ali Chandio ◽  
Muhammad Bilal ◽  
M. Rizwan Rasheed ◽  
M. Ali Raza ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Global Education ◽  
Educational Process ◽  
Teaching Methodologies ◽  
Ongoing Process ◽  
Assessment In Higher Education

This study aim’s to identify the significance of quality assessment in higher education and how assessment is valuable for the betterment of educational process and student learning. As assessment is ongoing process for setting standards of higher education and measuring the progress toward learning outcomes so this study helps us to determine the new teaching methodologies and which innovations are required in this era of global education competition.

scholarly journals Analisis hubungan sikap toleransi siswa terhadap hasil belajar siswa

2020 ◽  
Vol 7 (1) ◽  
pp. 9-16
Author(s):  
Anna Mepti Febria ◽  
Cicyn Riantoni ◽  
Emiwati Emiwati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Statistical Tests ◽  
Student Learning Outcomes ◽  
Educational Process ◽  
Analysis Technique ◽  
The Family ◽  
Parametric Statistics ◽  
Class Viii

Karakter adalah fondasi bangsa yang sangat penting dan perlu ditanamkan sejak dini kepada anak-anak. Namun, proses pendidikan masih belum ber-hasil membangun manusia Indonesia yang berkarakter, dan hasil belajar merupakan sesuatu yang didapatkan melalui proses belajar, baik didapatkan di sekolah, lingkungan sosial maupun di keluarga. Kami melakukan pene-litian terhadap siswa Sekolah Mengah Pertama, tentang apakah karakter siswa mempengaruhi hasil belajar siswa. Penelitian ini menggunakan jenis penelitian survey menggunakan pendekatan kuantitatif, Teknik analisis data dalam penelitian ini adalah uji asumsi yaitu uji normalitas dan linieritas, dan uji hipotesis yaitu uji korelasi atau statistik parametrik. subjek dalam pene-litian ini adalah siswa SMPN 5 Muaro Jambi. hasil dari penelitian ini Ter-dapat pengaruh yang positif dan signifikan semua variabel bebas X (angket sikap toleransi siswa) terhadap variabel terikat Y (hasil belajar siswa) baik pada kelas VIII-C maupun pada kelas VIII-D yang dibuktikan dengan uji statistik parametrik atau uji korelasi pearson dimana nilai sig < 0,05.AbstractCharacter is the foundation of the nation that is very important and needs. However, the educational process still has not succeeded in building Indonesian human character, and learning outcomes are something that is obtained through the learning process, both obtained in school, social environment, and the family. We research the students of junior high school, about whether student character influences student learning outcomes. This study uses a type of survey research. The data of this the study uses quantitative data, the data analysis technique in this study is the assumption test, namely the test for normality and linearity, and hypothesis testing, namely the correlation test or parametric statistics. the subjects in this study were students of SMPN 5 MUARO JAMBI. the results of this study There is a positive and significant effect of all independent variables X (student attitude tolerance questionnaire) on the dependent variable Y (student learning outcomes) both in class VIII-C and in-class VIII-D as evidenced by parametric statistical tests or correlation tests Pearson where the value is sig <0.05.

scholarly journals MONITORING THE QUALITY OF STUDENTS' LEARNING RESULTS IN HIGHER EDUCATION INSTITUTIONS AS A PROBLEM OF RESEARCH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Kovalchuk ◽  
◽  
Tetiana Kravchuk ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Learning Technologies ◽  
Educational Process ◽  
Quality Of Higher Education ◽  
Innovative Learning

The article analyzes different approaches to the interpretation of the concept of "monitoring", clarifies the essence of the concept of monitoring the quality of student learning outcomes in higher education institutions. The Ukrainian laws for monitoring the quality of higher education learning outcomes is analyzed. The essence of the concept of "pedagogical factor" from the standpoint of modern scientists is considered, its main types (external and internal) are revealed. Three main pedagogical factors for organizing and conducting monitoring of the quality of student learning outcomes in higher education institutions have been identified and substantiated, namely: readiness of subjects of the educational process to monitor student learning outcomes in higher education institutions; phases monitoring of the quality of student learning outcomes in higher education institutions; development of educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions. The essence and three main types of readiness of the subjects of the educational process to monitor the quality of student learning outcomes in higher education institutions are outlined, namely: psychological, logistical, documentary. Emphasis is placed on three main criteria for the readiness of students to monitor the quality of student learning outcomes in higher education institutions, namely: cognitive, practical-logical, value-motivational. The step-by-step organization of monitoring of the quality of student learning outcomes in higher education institutions by highlighting the main six successive stages of its implementation is revealed. It has been determined who has the right to organize pedagogical monitoring of the quality of students' learning outcomes in higher education institutions. Emphasized the importance of developing educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions, introduction of innovative learning technologies based on the use of modern educational platforms and modification of the educational process by using elements of distance learning during teaching disciplines.

Student Learning Outcomes Assessment: A Component of Program Assessment

2005 ◽  
Vol 69 (2) ◽  
pp. 39 ◽  
Author(s):  
Heidi M. Anderson ◽  
Deborah L. Moore ◽  
Guadalupe Anaya ◽  
Eleanora Bird
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Student Learning Outcomes ◽  
Program Assessment ◽  
Learning Outcomes Assessment

Commercial or educational orientations

2019 ◽  
Vol 8 (4) ◽  
pp. 375-386
Author(s):  
Amaly Ho
Keyword(s):  
Quality Assurance ◽  
Hong Kong ◽  
Student Learning ◽  
Lifelong Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Theory Approach ◽  
Content Type ◽  
Governance Model ◽  
Educational Orientations

Purpose Taught postgraduate (TPg) education is the resource for lifelong learning and continuing education in respond to the demands of a qualified workforce in the digital era. Good TPg governance is crucial for ensuring the quality of student learning outcomes. The purpose of this paper is to discuss the framework of the market-oriented governance model of TPg education in Hong Kong from the aspects of provision, finance and quality assurance. The framework is applied to analyse the pitfalls of TPg students’ learning in curriculum, assessment and management, of which data were collected from an empirical study. Design/methodology/approach Based on the grounded theory approach, semi-structured interviews were conducted with 23 TPg students from four universities in Hong Kong at individual or group level to understand their motivation towards further study. The interview protocols were analysed to develop a thematic framework, and a part of it is presented in this paper to discuss the programme factors that caused negative student learning outcomes in the light of the drawbacks of the TPg governance model in Hong Kong. Findings A balance between commercial purposes and educational orientations of TPg provision could be sought by adjust the power distribution of the central government and institutions in terms of quality assurance mechanism, and the setting and implementation of general and specific goals of TPg education. Originality/value TPg education is an under investigation area. It is an important education sector that provides opportunities for lifelong learning with the purpose of cultivating a skilful workforce. This paper contributes to the development of efficient TPg governance for ensuring the qualities of TPg programmes to benefit the advancement of society in the Hong Kong context.

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