Tools and Rubrics for Assessment of Learning Outcomes

Tools and Rubrics for Assessment of Learning Outcomes

Naveen Goel, Kusumanjali Deshmukh, Bhagwati Charan Patel, Saji Chacko
Copyright: © 2021 |Pages: 44
DOI: 10.4018/978-1-7998-4784-7.ch013
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Abstract

Student learning outcomes articulate what a student should know or can do after completing a course or program. The assessment of student learning outcomes provides information that puts student learning at the forefront of academic planning processes. Student learning outcomes statements clearly state the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution. Assessment tasks are the activities learners will undertake to confirm whether or not ‘the outcome has in fact been achieved' during and at the end of the learning process. There are many different kinds of assessment activities you can use, the most commonly used including tests, quizzes, examinations, essays, paper, presentation, reflective journals, project, portfolio, etc. One most important determinant of the assessment tasks is the assessment has to be consistent with the learning outcomes.
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3 How To Write Learning Outcomes:

Before writing and planning a list of learning outcomes the following points should be suggested:

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    Learning Outcomes and statements should be to the points and properly defined.

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    Outcomes should describe in clear and summarize way.

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    Learning Outcomes eliminating the possibility of measurable alternatives.

To consider above mentioned points, good learning outcomes can develop having the following characteristics:

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    It should be realistic i.e. the outcomes are attainable.

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    Outcomes are expressed in the future tense.

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    Clearly defined what learner should be able to do.

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    It should be stated in the form of program in its place of specific classes in which course offers.

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    It should be designed according to program’s curriculum.

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    Learning outcomes should be stated unambiguously and be simply understood.

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    It can be learned not beyond the context of discipline.

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    It also expressed the manner of performance expected.

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    It should be authenticated to the level of learning.

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    It should be constrained with less numbers.

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