Search results

1 – 10 of over 8000
Open Access
Article
Publication date: 1 June 2014

Bader Ahmed Abuid

In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety…

Abstract

In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety of areas of participation within and outside the classroom with the aim of improving their learning. The scheme addresses mostly the challenges related to the practicality of the structure and design of the assessment. It also addresses the subjectivity of grading student participations. Areas of participation are widened to allow the faculty more accurate information about the conduct of each individual student towards more objective assessment. In addition, it provides the faculty with the flexibility to select areas that best fit the learning outcomes, nature of the course, availability of time and resources, and class atmosphere. The proposed scheme is initiated and developed using feedback from the teaching staff of Nizwa College of Technology, (NCT) through a survey and open discussion. The results indicate that over two thirds of the surveyed staff show agreement with the concept of assessing participation and find the scheme design clear and systematic, while 82% of them perceive the scheme as effective in improving the motivation and learning of students.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 11 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 1 March 2008

Yang Xiaotang and Rehati Nuersan

Learning assessment is defined as assessment and evaluation of the learners' learning activities, process and outcomes. In recent years, as the Internet access is increasingly…

1292

Abstract

Learning assessment is defined as assessment and evaluation of the learners' learning activities, process and outcomes. In recent years, as the Internet access is increasingly available, a majority of distance education providers in China have succeeded in delivering programs and support services through modern communications technology, in particular, the Internet. However, as far as the education assessment mode is concerned, the conventional paper-pencil test or endof-course assessment is still overwhelmingly employed for measuring learning outcomes. Therefore, the exploration of web-based learning assessment mode is not only the practical need for conducting open distance instruction and assessment reform at China Central Radio and Television University (CRTVUS), but also has become a hot research topic in the whole sphere of distance education. Under this circumstance, the Examination Center in CCRTVU began to show research interests in exploring web-based assessment mode. As a consequence, in 2005, the Center applied for and launched research project "Practice and research on web-based learning assessment in open and distance education", which is approved by Ministry of Education as a key project program of 2005. This article reports the important research contents of the project. This article first describes the core achievements of the project-namely, design and implementation of the web-based assessment system, principles in creating assessment scheme for the mode, and the mechanism. Then it moves on to report feedback from the pilot population about the application of the web-based learning assessment mode in the two semesters of year 2005. The article ends with the discussion of innovations the research has made.

Details

Asian Association of Open Universities Journal, vol. 3 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 6 September 2021

Karen A. Tarnoff, Eric D. Bostwick and Kathleen J. Barnes

Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist…

2696

Abstract

Purpose

Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist engaging in AoL tasks. The purpose of this paper is to provide specific recommendations to address faculty concerns and to guide AoL systems toward maturity.

Design/methodology/approach

This paper provides a comprehensive model of faculty resistance perspectives aligned to AoL maturity, provides specific responses to faculty resistance and introduces success markers of progress toward maturity.

Findings

Specifically, a three-stage model of AoL system maturity is presented and aligned with five faculty perspectives. For each faculty perspective, responses targeting causal factors are proposed and signs of progress toward the next level of faculty engagement are highlighted.

Practical implications

Faculty and AoL leaders will be able to identify their current stage of AoL system maturity and implement practical solutions to move to the next stage of system maturity.

Social implications

Understanding the motivations for faculty resistance will facilitate more meaningful and effective internal interactions as a school seeks to improve its AoL system. In turn, a more effective AoL system will promote better learning experiences for students; and better learning allows students to become productive in their chosen careers more quickly, thus improving society as a whole.

Originality/value

To the knowledge, no prior paper has organized faculty resistance along a maturity continuum, provided targeted responses based on the level of maturity or included signs that indicate growth toward the next level of maturity.

Details

Organization Management Journal, vol. 18 no. 5
Type: Research Article
ISSN:

Keywords

Open Access
Article
Publication date: 1 June 2022

Kamil Abdullah and Abdullahi Mohammed Usman

The purpose of the study is to consolidate a set of indicators for assessing design and construction phase strategies for reducing operational greenhouse gas (GHG) emission. They…

Abstract

Purpose

The purpose of the study is to consolidate a set of indicators for assessing design and construction phase strategies for reducing operational greenhouse gas (GHG) emission. They will also estimate the quantity of operational GHG emission and its associated reduction over assessment period.

Design/methodology/approach

Five steps framework adopted include defining the purpose of the indicators and selection of candidate indicators. Others are defining the criteria for indicator selection, selecting and defining the proposed indicators. Relevancy, measurability, prevalence, preference, feasibility and adaptability of the indicator were the criteria used for selecting the indicators.

Findings

The study consolidated public transport accessibility, sustainable parking space, green vehicle priority, proximity to amenities and alternative modes as indicators for design and construction phase strategies. Transportation accounting and carbon footprint (CFP) and their associated reduction are indicators for operational GHG emission while plan and policy is an indicator for policymakers and stakeholders.

Practical implications

The study shows that providing correct indicators for assessing direct and indirect GHG emission with easy to obtain data is essential for assessment of built environment. Stakeholder can use the indicators in developing new rating systems and researchers as an additional knowledge. Policy makers and stakeholders can use the study in monitoring and rewarding the sustainability and activities of building related industries and organisations.

Originality/value

The study was conducted at the Center for Energy and Industrial Environmental Studies (CEIES) Universiti Tun Hussein Onn Malaysia and utilises existing rating systems and tools, Intergovernmental Panel on Climate Change (IPCC) and GHG protocol reports and guides and several other standards, which are open for research.

Details

Frontiers in Engineering and Built Environment, vol. 2 no. 3
Type: Research Article
ISSN: 2634-2499

Keywords

Open Access
Article
Publication date: 24 December 2021

Florian Fahrenbach

Relying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of…

1036

Abstract

Purpose

Relying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of transversal professional competences within the validation of prior learning (VPL). To do so, the authors build a conceptual bridge between the Occupational Information Network (O*NET) and the European Qualifications Framework (EQF).

Design/methodology/approach

Design science research paradigm, in particular the participatory development of candidate items and their evaluation in a multi-stakeholder approach.

Findings

The authors find that a self-assessment of professional competences should be comprised of 160 items in order to cover the breadth and depth of the O*NET in the hierarchical taxonomy. Such quantity of items sufficiently builds a conceptual bridge between the O*NET and the; EQF.

Practical implications

When designing procedures for the VPL, it is imperative to bear in mind the purpose of the validation procedure, in order to determine relevant stakeholders and their needs in advance as well as the; required language proficiency of the assessment instrument.

Social implications

The innovative value of this approach lies in the combination of an underlying hierarchical taxonomy with assessment items that are developed based on the qualification standards of different Austrian professions. Together with specific verbs that were adapted for each particular item, an innovative self-assessment is proposed. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.

Originality/value

This paper applies a design science paradigm to develop an ICT artefact that should support the VPL. By reflecting on the design process, the authors introduce a theoretical bridge between the O*NET and the EQF. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.

Details

Education + Training, vol. 64 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 26 July 2018

Saed Sabah and Xiangyun Du

Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The…

5001

Abstract

Purpose

Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of this paper is to investigate a university faculty’s understanding and perceptions of SCL, along with current instructional practices in Qatar.

Design/methodology/approach

A mixed-method research design was employed including quantitative data from a survey of faculty reporting their current instructional practices and qualitative data on how these instructors define SCL and perceive their current practices via interviews with 12 instructors. Participants of the study are mainly from science, technology, engineering and mathematics (STEM) field.

Findings

Study results show that these instructors have rather inclusive definitions of SCL, which range from lectures to student interactions via problem-based teamwork. However, a gap between the instructors’ perceptions and their actual practices was identified. Although student activities are generally perceived as effective teaching strategies, the interactions observed were mainly in the form of student–content or student-teacher, while student–student interactions were limited. Prevailing assessment methods are summative, while formative assessment is rarely practiced. Faculty attributed this lack of alignment between how SCL could and should be practiced and the reality to external factors, including students’ lack of maturity and motivation due to the Middle Eastern culture, and institutional constraints such as class time and size.

Research limitations/implications

The study is limited in a few ways. First regarding methodological justification the data methods chosen in this study were mainly focused on the faculty’s self-reporting. Second the limited number of participants restricts this study’s generalizability because the survey was administered in a volunteer-based manner and the limited number of interview participants makes it difficult to establish clear patterns. Third, researching faculty members raises concerns in the given context wherein extensive faculty assessments are regularly conducted.

Practical implications

A list of recommendations is provided here as inspiration for institutional support and faculty development activities. First, faculty need deep understanding of SCL through experiences as learners so that they can become true believers and implementers. Second, autonomy is needed for faculty to adopt appropriate assessment methods that are aligned with their pedagogical objectives and delivery methods. Input on how faculty can adapt instructional innovation to tailor it to the local context is very important for its long-term effectiveness (Hora and Ferrare, 2014). Third, an inclusive approach to faculty evaluation by encouraging faculty from STEM backgrounds to be engaged in research on their instructional practice will not only sustain the practice of innovative pedagogy but will also enrich the research profiles of STEM faculty and their institutes.

Social implications

The faculty’s understanding and perceptions of implementing student-centered approaches were closely linked to their prior experiences – experiencing SCL as a learner may better shape the understanding and guide the practice of SCL as an instructor.

Originality/value

SCL is not a new topic; however, the reality of its practice is constrained to certain social and cultural contexts. This study contributes with original and valuable insights into the gap between ideology and reality in implementation of SCL in a Middle Eastern context.

Details

Journal of Applied Research in Higher Education, vol. 10 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Content available
Book part
Publication date: 7 July 2022

Cinthya Ippoliti

In its simplest form, community engagement is a process whereby an organization works with the groups and individuals it serves to transform a shared vision into actions that…

Abstract

In its simplest form, community engagement is a process whereby an organization works with the groups and individuals it serves to transform a shared vision into actions that ultimately benefit them. This chapter presents a framework to assist library managers and administrators in reimagining their outreach efforts from a community engagement perspective where users actively shape their shared experiences with the library. Although there are resources that discuss how libraries can structure these initiatives through the ACRL Library Marketing and Outreach Interest Group, the Public Library Association, and publications such as Marketing Libraries Journal, some of the literature surrounding community-based work is not as directly tied to outreach. By reading this chapter, libraries will find information related to defining their role within their communities, outlining strategies for collaboration, conducting needs assessment, gap analysis, asset mapping, and identifying a variety of outreach activities and their accompanying assessment strategies.

Details

Building Community Engagement and Outreach in Libraries
Type: Book
ISBN: 978-1-80382-367-6

Keywords

Open Access
Article
Publication date: 30 May 2023

Ya-Ping (Amy) Hsiao, Gerard van de Watering, Marthe Heitbrink, Helma Vlas and Mei-Shiu Chiu

In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However…

Abstract

Purpose

In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.

Design/methodology/approach

This study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.

Findings

The findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.

Originality/value

This study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.

Details

Higher Education Evaluation and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-5789

Keywords

Content available
Book part
Publication date: 29 November 2019

Dean Testa, Johel Brown-Grant and Denise Bedford

Abstract

Details

Assessment Strategies for Knowledge Organizations
Type: Book
ISBN: 978-1-83867-610-0

Content available
Book part
Publication date: 10 October 2017

Cesar A. Poveda

Abstract

Details

Sustainability Assessment
Type: Book
ISBN: 978-1-78743-481-3

1 – 10 of over 8000