Assessing Learning Outcomes of Course Descriptors Containing Object Oriented Programming Concepts

This study follows well-published educational criteria for assessing the quality of learning outcomes and investigates how these criteria are applied to descriptors of courses that include object oriented programming concepts. These quality criteria aim to ensure that learning outcomes are specific,...

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Vydané v:New Zealand journal of educational studies Ročník 54; číslo 2; s. 345 - 356
Hlavní autori: Abuaiadah, Diab, Burrell, Chris, Bosu, Michael, Joyce, Sue, Hajmoosaei, Abdolreza
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Singapore Springer Singapore 01.11.2019
Springer
Predmet:
Course Descriptions
Criteria
Education
Educational Objectives
Evaluation
Foreign Countries
Higher Education
Object-oriented programming (Computer science)
Programming
Quality Control
New Zealand
Course design
Assessment structure
Marking criteria
Learning outcome
Object oriented programming
ISSN:0028-8276, 2199-4714
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Abstract This study follows well-published educational criteria for assessing the quality of learning outcomes and investigates how these criteria are applied to descriptors of courses that include object oriented programming concepts. These quality criteria aim to ensure that learning outcomes are specific, measurable, attainable, relevant and time-scaled. The study examined course descriptors from all universities in New Zealand and found a significant gap between the published criteria and the learning outcomes—it is clear that learning outcomes are widely open to interpretation and do not meet the criteria. There is a minimal level of detail provided in these outcomes that are insufficient to satisfy the stated criteria. This study then presents a new and more detailed implementation of outcomes augmented with assessment structure and marking criteria to show that adding more detail significantly increases the complexity of course descriptors. This highlights the need for robust discussions between the writers of course descriptors who look for simplicity and flexibility and quality assessors who expect precision and specifics.
AbstractList Examines well-established educational criteria for evaluating the quality of learning outcomes and looks at how these standards are applied to descriptors of courses that incorporate object-oriented programming. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
This study follows well-published educational criteria for assessing the quality of learning outcomes and investigates how these criteria are applied to descriptors of courses that include object oriented programming concepts. These quality criteria aim to ensure that learning outcomes are specific, measurable, attainable, relevant and time-scaled. The study examined course descriptors from all universities in New Zealand and found a significant gap between the published criteria and the learning outcomes--it is clear that learning outcomes are widely open to interpretation and do not meet the criteria. There is a minimal level of detail provided in these outcomes that are insufficient to satisfy the stated criteria. This study then presents a new and more detailed implementation of outcomes augmented with assessment structure and marking criteria to show that adding more detail significantly increases the complexity of course descriptors. This highlights the need for robust discussions between the writers of course descriptors who look for simplicity and flexibility and quality assessors who expect precision and specifics.
Audience Higher Education
Postsecondary Education
Author Bosu, Michael
Hajmoosaei, Abdolreza
Burrell, Chris
Joyce, Sue
Abuaiadah, Diab
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CitedBy_id crossref_primary_10_1016_j_stueduc_2020_100961
crossref_primary_10_47649_vau_25_v77_i2_11
crossref_primary_10_1016_j_ecns_2021_08_013
crossref_primary_10_1080_14623943_2023_2246909
Cites_doi 10.1080/13639080.2012.687570
10.1515/applirev-2013-0008
10.1080/13639080.2012.687573
10.1080/1356251042000216642
10.1080/13639080.2012.689648
10.1177/1469787402003003003
10.1080/02680513.2016.1187593
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Object oriented programming
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References Souto-OteroMLearning outcomes: Good, irrelevant, bad or none of the above?Journal of education and work201225324925810.1080/13639080.2012.689648
Jenkins, A., & Unwin, D. (2001). How to write learning outcomes. Retrieved 06 19, from https://www.ubalt.edu/cas/faculty/faculty-matters/How%20to%20write%20student%20learning%20outcomes.pdf.
BloomBTaxonomy of educational objectives: The classification of educational goals: handbook I: Cognitive domain1956New YorkLongman
KuhGDJankowskiNIkenberrySOKinzieJKnowing what students know and can do: The current state of student learning outcomes assessment in US colleges and universities2014Urbana, ILUniversity of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA)
LaurillardDTeaching as a design science: Building pedagogical patterns for learning and technology2012AbingdonRoutledge
Moon, J. (2007). Linking Levels, Learning Outcomes and Assessment. Retrieved 09 18, 2013, from http://www.ehea.info/Uploads/qualification/040701-02Linking_Levels_plus_ass_crit-Moon.pdf.
LassniggL‘Lost in translation’: Learning outcomes and the governance of educationJournal of education and work201225329933010.1080/13639080.2012.687573
Adam, S. (2006). An introduction to learning outcomes. A consideration of the nature, function and position of learning outcomes in the creation of the European higher education area. In E. Froment, J. Kohler, L. Purser, & L.Wilson (Eds.), EUA Bologna handbook – Making Bologna work (article B.2.3-1) (pp. 1–24). Berlin: Raabe Verlag.
Grimsby Institute Group. (2013). Assessment Terminology, Criteria and Marking Schemes. Retrieved 09 18, 2013, from http://www.grimsby.ac.uk/higherEducation/documents/quality/assessmentTerminology.pdf.
Spiller, D. (2012). Assessment: Setting and Marking Assessment tasks. Retrieved 09 18, 2013, from http://www.waikato.ac.nz/tdu/pdf/booklets/16_AssessmentSettingandMarking.pdf.
Osters, S., & Tiu, S. (2003). Writing Measurable Learning Outcomes. 3rd Annual Texas A&M Assessment Conference. College Station, TX. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf.
AllaisSClaims vs. practicalities: Lessons about using learning outcomesJournal of Education and Work201225333135410.1080/13639080.2012.687570
Dickson, N., Howell, B., & Woodland, I. (2016). Higher Education Review (Alternative Providers) of The Queen's Foundation for Ecumenical Theological Education. Retrieved 06 19, from https://www.qaa.ac.uk/docs/qaa/reports/the-queens-foundation-for-ecumenical-theological-education-her-ap-16.pdf?sfvrsn=b8b1f481_4.
ReiserRAEight trends affecting the field of instructional design and technology: Opportunities and challenges2017BerlinSpringer
Spiller, D. (2011). Assessment Tasks to Promote Learning. Retrieved 09 18, 2013, from http://www.waikato.ac.nz/tdu/pdf/booklets/10_AssessmentTasks.pdf.
BruntonJBrownMCostelloEWalshEDesigning and developing a programme-focused assessment strategy: A case studyOpen Learning: The Journal of Open, Distance and e-Learning201631217618710.1080/02680513.2016.1187593
Bresciani, M. (2013). Writing Measurable and Meaningful Outcomes. Retrieved 09 18, 2013, from http://www.uwlax.edu/learningoutcomes/edreading/WritingOutcomesBrescianiArticle.pdf.
Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. McGraw-Hill Education. Retrieved 09 18, 2013, from http://biblioteca.ucv.cl/site/colecciones/manuales_u/49657968-Teaching-for-Quality-Learning-at-University.pdf.
O’donovanBPriceMRustCKnow what I mean? Enhancing student understanding of assessment standards and criteriaTeaching in Higher Education20049332533510.1080/1356251042000216642
Otter, S. (1995). Learning outcomes in higher education. Outcomes, learning and the curriculum: Implications for NVQs, GNVQs and other qualifications (p 273). London: Psychology press.
RacePThe Lecturer’s Toolkit: A practical guide to learning, teaching and assessment2001LondonKogan Page
KennedyDWriting and using learning outcomes: A practical guide2006CorkUniversity College Cork
ChatterjeeDCorralJHow to write well-defined learning objectivesThe journal of education in perioperative medicine: JEPM20171941
DallerMPhelanDPredicting international student study successApplied Linguistics Review20134117319310.1515/applirev-2013-0008
MoonJThe module & programme development handbook: A practical guide to linking2002LondonKogan Page
HusseyTSmithPThe trouble with learning outcomesActive Learning in Higher Education20023322023310.1177/1469787402003003003
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References_xml – reference: Moon, J. (2007). Linking Levels, Learning Outcomes and Assessment. Retrieved 09 18, 2013, from http://www.ehea.info/Uploads/qualification/040701-02Linking_Levels_plus_ass_crit-Moon.pdf.
– reference: Osters, S., & Tiu, S. (2003). Writing Measurable Learning Outcomes. 3rd Annual Texas A&M Assessment Conference. College Station, TX. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf.
– reference: Spiller, D. (2011). Assessment Tasks to Promote Learning. Retrieved 09 18, 2013, from http://www.waikato.ac.nz/tdu/pdf/booklets/10_AssessmentTasks.pdf.
– reference: BloomBTaxonomy of educational objectives: The classification of educational goals: handbook I: Cognitive domain1956New YorkLongman
– reference: KuhGDJankowskiNIkenberrySOKinzieJKnowing what students know and can do: The current state of student learning outcomes assessment in US colleges and universities2014Urbana, ILUniversity of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA)
– reference: O’donovanBPriceMRustCKnow what I mean? Enhancing student understanding of assessment standards and criteriaTeaching in Higher Education20049332533510.1080/1356251042000216642
– reference: Adam, S. (2006). An introduction to learning outcomes. A consideration of the nature, function and position of learning outcomes in the creation of the European higher education area. In E. Froment, J. Kohler, L. Purser, & L.Wilson (Eds.), EUA Bologna handbook – Making Bologna work (article B.2.3-1) (pp. 1–24). Berlin: Raabe Verlag.
– reference: MoonJThe module & programme development handbook: A practical guide to linking2002LondonKogan Page
– reference: RacePThe Lecturer’s Toolkit: A practical guide to learning, teaching and assessment2001LondonKogan Page
– reference: AllaisSClaims vs. practicalities: Lessons about using learning outcomesJournal of Education and Work201225333135410.1080/13639080.2012.687570
– reference: Bresciani, M. (2013). Writing Measurable and Meaningful Outcomes. Retrieved 09 18, 2013, from http://www.uwlax.edu/learningoutcomes/edreading/WritingOutcomesBrescianiArticle.pdf.
– reference: Dickson, N., Howell, B., & Woodland, I. (2016). Higher Education Review (Alternative Providers) of The Queen's Foundation for Ecumenical Theological Education. Retrieved 06 19, from https://www.qaa.ac.uk/docs/qaa/reports/the-queens-foundation-for-ecumenical-theological-education-her-ap-16.pdf?sfvrsn=b8b1f481_4.
– reference: LassniggL‘Lost in translation’: Learning outcomes and the governance of educationJournal of education and work201225329933010.1080/13639080.2012.687573
– reference: Souto-OteroMLearning outcomes: Good, irrelevant, bad or none of the above?Journal of education and work201225324925810.1080/13639080.2012.689648
– reference: Spiller, D. (2012). Assessment: Setting and Marking Assessment tasks. Retrieved 09 18, 2013, from http://www.waikato.ac.nz/tdu/pdf/booklets/16_AssessmentSettingandMarking.pdf.
– reference: HusseyTSmithPThe trouble with learning outcomesActive Learning in Higher Education20023322023310.1177/1469787402003003003
– reference: BruntonJBrownMCostelloEWalshEDesigning and developing a programme-focused assessment strategy: A case studyOpen Learning: The Journal of Open, Distance and e-Learning201631217618710.1080/02680513.2016.1187593
– reference: Jenkins, A., & Unwin, D. (2001). How to write learning outcomes. Retrieved 06 19, from https://www.ubalt.edu/cas/faculty/faculty-matters/How%20to%20write%20student%20learning%20outcomes.pdf.  
– reference: Grimsby Institute Group. (2013). Assessment Terminology, Criteria and Marking Schemes. Retrieved 09 18, 2013, from http://www.grimsby.ac.uk/higherEducation/documents/quality/assessmentTerminology.pdf.
– reference: ChatterjeeDCorralJHow to write well-defined learning objectivesThe journal of education in perioperative medicine: JEPM20171941
– reference: LaurillardDTeaching as a design science: Building pedagogical patterns for learning and technology2012AbingdonRoutledge
– reference: ReiserRAEight trends affecting the field of instructional design and technology: Opportunities and challenges2017BerlinSpringer
– reference: DallerMPhelanDPredicting international student study successApplied Linguistics Review20134117319310.1515/applirev-2013-0008
– reference: KennedyDWriting and using learning outcomes: A practical guide2006CorkUniversity College Cork
– reference: Otter, S. (1995). Learning outcomes in higher education. Outcomes, learning and the curriculum: Implications for NVQs, GNVQs and other qualifications (p 273). London: Psychology press.
– reference: Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. McGraw-Hill Education. Retrieved 09 18, 2013, from http://biblioteca.ucv.cl/site/colecciones/manuales_u/49657968-Teaching-for-Quality-Learning-at-University.pdf.
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Snippet This study follows well-published educational criteria for assessing the quality of learning outcomes and investigates how these criteria are applied to...
Examines well-established educational criteria for evaluating the quality of learning outcomes and looks at how these standards are applied to descriptors of...
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SubjectTerms Course Descriptions
Criteria
Education
Educational Objectives
Evaluation
Foreign Countries
Higher Education
Object-oriented programming (Computer science)
Programming
Quality Control
Title Assessing Learning Outcomes of Course Descriptors Containing Object Oriented Programming Concepts
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Volume 54
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