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Automating the mapping of course learning outcomes to program learning outcomes using natural language processing for accurate educational program evaluation

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EDUCATION AND INFORMATION TECHNOLOGIES 2023年第12期28卷 16723-16742页

作者： Zaki, Nazar Turaev, Sherzod Shuaib, Khaled Krishnan, Anusuya Mohamed, Elfadil United Arab Emirates Univ Coll Informat Technol Dept Comp Sci & Software Engn Al Ain 15551 U Arab Emirates United Arab Emirates Univ Big Data Analyt Ctr Al Ain U Arab Emirates United Arab Emirates Univ Coll Informat Technol Dept Info Syst & Secur Al Ain 15551 U Arab Emirates Ajman Univ Coll Engn & Informat Technol Artificial Intelligence Res Ctr AIRC Ajman U Arab Emirates

Quality control and assurance plays a fundamental role within higher education contexts. One means by which quality control can be performed is by mapping the course learning outcomes (CLOs) to the program learning outcomes (PLO). This paper describes a system by which this mapping process can be automated and validated. The proposed AI-based system automates the mapping process through the use of natural language processing. The framework underwent testing using two actual datasets from two educational programs, and the findings were promising. A testament to the potential of the suggested framework was the precision of the map-ping detected (83.1% and 88.1% for the two programs, respectively) compared to the mapping performed by the domain experts. A web-based tool was created to help teachers and administrators execute automatic mappings (https://***/ ***). The data and software used in this research project can be found at the following URL: https://***/nzaki02/CLO-PLO.

关键词： Academic mapping Natural language processing program learning outcomes Course learning outcomes Quality assurance in higher education Artificial Intelligence

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Situating Information Literacy: A Case Study Exploring Faculty Knowledge of National Disciplinary Standards and Local program learning outcomes

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JOURNAL OF ACADEMIC LIBRARIANSHIP 2022年第3期48卷 1页

作者： Ford-Baxter, Tiffanie Faulkner, Kendall Masunaga, Jennifer Calif State Univ Univ Lib Los Angeles CA USA Calif State Univ Univ Lib Lib North 2020A5151 State Univ Dr Los Angeles CA 90032 USA

Considerable research argues the importance of situating information literacy in disciplinary curriculums. Arguments within this body of publications frequently share a common recommendation, to look towards national disciplinary standards and curriculum learning outcomes to develop relevant learning outcomes for librarian-led information literacy instruction. The assumption underlying this recommendation is that disciplinary faculty are knowledgeable of and use national standards to design their curricula and learning outcomes. This paper presents the results of a single-institution survey that explored California State University, Los Angeles faculty's knowledge of national disciplinary standards and program learning outcomes and tested if that knowledge is related to disciplinary faculty teaching information literacy. The findings suggest that faculty are generally more aware of program learning outcomes (PLOs) than national standards and that there is an association between knowledge of PLOs and teaching information literacy.

关键词： Information literacy Higher education Undergraduates Disciplinary faculty Academic literacies Pedagogy program learning outcomes learning standards

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The Level of program learning outcomes (PLOs) achievements among the Interns and Fresh graduates of the BDS program

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SAUDI DENTAL JOURNAL 2020年第7期32卷 330-336页

作者： Ahmedani, Muhammad Shoaib AlJameel, AlBandary Hassan Hamithy, Mamdouh Al Zahrani, Feras Dahmash, Anas Bin Al Thuniyan, Mohammed Habib, Syed Rashid King Saud Univ Coll Dent Dept Periodont & Community Dent POB 60169King Abdullah Rd Riyadh 11545 Saudi Arabia King Saud Univ Dent Interns Coll Dent Riyadh Saudi Arabia King Saud Univ Coll Dent Dept Prosthet Dent Sci Riyadh Saudi Arabia

Objectives: Success of Dental program depends on the students' performance measured in terms of program learning outcomes (PLOs) achievement. The present study was carried out to evaluate the level of achievement of the PLOs among dental interns and fresh graduates as a direct measure for the success of the BDS program of the College of Dentistry, King Saud University. Methods: An online survey instrument was used to seek the opinion of male and female dental interns and fresh graduates about the attainment of the PLOs distributed over 6 domains: patients' care, communication & interpersonal skills, professionalism, practice management, information management & critical thinking, and health promotion domains on a five-point Likert scale. The data were analyzed using Minitab Statistical Software version 15.1.31.0. Descriptive as well as Chi-Square statistics were calculated to determine the significance of the responses to the levels of PLOs achievement at 0.05 level of significance. Results: Levels of achievement of PLOs under the 6 domains indicated a good standard of plan-ning, delivery, and evaluation of the BDS program. On an overall average score basis, the achievement of PLOs under the Communication-Interpersonal Skills domain ranked as highest with a score of 4.22 +/- 0.88 followed by Professionalism (4.18 +/- 0.85), Practice Management (4.03 +/- 0. 93), Patient care (3.94 +/- 0.84) and Information Management-Critical Thinking domain with a score of 3.68 +/- 0.96. The lowest score was achieved under Health promotion domain with a score of 3.60 +/- 0.93. Statistically, no significant differences were found based on the graduation years and gender of the respondents. Conclusion: The study revealed significant achievement of PLOs under all learning domains of the BDS curriculum taught at the College of Dentistry, King Saud University. However, achievement scores for Information Management, Critical Thinking, and Health Promotion domains require further improveme

关键词： program learning outcomes PLOs SLOs learning domains BDS program BDS curriculum Competencies

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A Prediction Model for Determining the Number of Teaching Hours in Courses Based on the Contribution of program learning outcomes: Preliminary Studies 2019

A Prediction Model for Determining the Number of Teaching Ho...

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8th International Conference on Educational and Information Technology (ICEIT)

作者： Tairan, Nasser Clementking, Arockiasamy Natl Ctr Acad Accreditat & evAluat NCAAA Educ Evaluat & Training Commiss Riyadh Saudi Arabia

ISBN: (纸本)9781450362672

The courses and their learning outcomes, in any study plans are designed to ensure achieving the program learning outcomes (PLOs). Currently, the numbers of hours for courses' topics are distributed on ad-hoc basics, based on the expertise and experience of teachers. This paper studies how to effectively determine the required number of teaching hours for the topics in each course to ensure achieving the Course-learning outcomes (CLOs). It proposes a model that assigns a weight for each CLO based on its contribution to PLOs. Some preliminary experiments have been conducted on the proposed model show the effectiveness of the model and encourages for more studies and investigations for the proposed model.

关键词： program learning outcomes Accreditation Course learning Outcome outcomes Based Education National Qualification Framework

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Competencies in Higher Education Standards of Ukraine: Definition, Content and Requirements for the Formation Level 26th

Competencies in Higher Education Standards of Ukraine: Defin...

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26th International Conference on Interactive Collaborative learning (ICL) - Towards a Hybrid, Flexible and Socially Engaged Higher Education / 52nd IGIP International Conference on Engineering Pedagogy

作者： Shevchenko, Alexander S. Shevchenko, Valentyna V. Prus, Viacheslav V. Kharkiv Reg Inst Publ Hlth Serv Kharkiv Ukraine Natl Tech Univ Kharkiv Polytech Inst Kharkiv Ukraine Kremenchuk Mykhailo Ostrohradskyi Natl Univ Kremenchuk Ukraine

ISBN: (纸本)9783031533815;9783031533822

The Ukrainian higher education system is in a state of reform, the vectors of which correspond to the Bologna process, sectoral European integration, and the competence paradigm. One of the areas of change is the creation of higher education standards (HES), which are approved by the Ministry of Education and Science of Ukraine. HES contain lists of general and professional competencies that must be developed by graduates of higher education institutions (HEI), as well as expected program learning outcomes. HEI's teachers are mostly dissatisfied with the quality of HES, but do not try to change them, but treat the requirements of these standards formally. This is confirmed by the results of an anonymous survey of 50 teachers of engineering specialties and 50 teachers of medical specialties of Ukrainian HEI. The study is devoted to the reasons for the creation of low-quality HES and ways to improve them. For this purpose, it is proposed to shorten the list and names of competencies with fixation in the Law of Ukraine "On Higher Education";establish requirements for the necessary levels of formation of all competencies for the bachelor's, master's and doctor of philosophy educational levels;carry out assessment of the formation of competences in parallel with the assessment of students' academic progress according to ECTS;to change the approach to creating and making changes into HES.

关键词： Key Medical Competencies Key Engineering Competencies program learning outcomes

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A Meta-model for Outcome-Based Education: Streamlining Evaluation Processes 30

A Meta-model for Outcome-Based Education: Streamlining Evalu...

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30th Asia-Pacific Software Engineering Conference (APSEC)

作者： Awais, Muhammad Anwar, Muhammad Waseem Azam, Farooque NUST CEME Dept Comp Software Engn Islamabad Pakistan Malardalen Univ Dept Innovat Design & Engn Vasteras Sweden

ISBN: (纸本)9798350344172

Outcome-Based Education (OBE) is widely recognized for its goal-oriented approach in education. The key elements of outcome-based education are learning outcomes which are measured at student, course, program, and institution levels. The evaluation of learning outcomes is usually performed manually in isolation which leads to several issues like assessment delays and impaired judgement. Furthermore, integration of OBE techniques with existing learning Management System (LMS) becomes impracticable. To handle such issues, in this article, we propose a framework comprising Metamodel for streamlining evaluation processes of OBE. Moreover, a set of text-to-model transformations is implemented for the automatic generation of high-level models from traditional documents containing information about students, courses, grades etc. Furthermore, the model-to-text transformations are implemented to generate the target model in JAVA for the assessment of learning outcomes. This facilitates OBE evaluation straightforwardly. The efficacy of the framework is validated through a case study conducted within the Department of Software Engineering at University of AJK. The results are encouraging, and OBE assessment is successfully performed for software engineering courses.

关键词： outcome-based education meta models program learning outcomes course learning outcomes program educational objectives

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Developing Fine-grained Performance Indicators for Assessment of Computer Engineering using Outcome-based Education 9

Developing Fine-grained Performance Indicators for Assessmen...

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9th International Conference on Information and Education Technology (ICIET)

作者： Ammar, Khalid Bin Rais, Rao Naveed Ajman Univ ECE Dept Ajman U Arab Emirates

ISBN: (纸本)9781665419338

Continuous assessment of the program learning outcomes (PLOs) is a fundamental part of a higher education program for program improvement and desirable to maintain the requirements of accreditation bodies. Accreditation bodies provide considerable flexibility to institutions to show how the assessment are carried out, which is generally carried out by assessing the course learning outcomes (CLOs) and mapping CLOs to PLOs. While this provides an indication of which PLO is achieved and which needs attention, it risks missing out many fine-grained aspects of the learning outcomes. In this paper, we identify specific performance indicators (PIs) for each dimension for every PLO to precisely measure all individual performance criterion within the various dimensions of a PLO which leads to a proper remedial action for the program continuous improvement. We share the experiences learnt while developing and implementing this model for our program, with the updated Accreditation Board for Engineering and Technology (ABET) student learning outcomes (SLO) 1-7.

关键词： program learning outcomes PLOs accreditation assessment performance indicators rubrics

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Student Perceptions of Curriculum-Based Exit Exams in Civil Engineering Education

Student Perceptions of Curriculum-Based Exit Exams in Civil ...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： El-Hassan, Hilal Hamouda, Mohamed El Maaddawy, Tamer Maraqa, Munjed United Arab Emirates Univ Dept Civil & Environm Engn Al Ain U Arab Emirates

ISBN: (纸本)9781728184784

Design of appropriate assessment tools to measure student achievement of program learning outcomes (PLOs) represents a challenge to higher education institutions. Typical outcome-based assessment tools examine student outcomes at the course level, i.e. course learning outcomes (CLOs), and are then mapped to PLOs. The validity of this approach depends on the correctness and accuracy of the mapping between CLOs and PLOs. To directly evaluate student achievement of PLOs, curriculum-based exit exams have been developed and adopted by engineering programs. Such exams play a critical role in the assessment and improvement of engineering programs. Yet, their validity as a direct measure of PLOs is uncertain. This paper aims to fill this gap by assessing the appropriateness of using curriculum-based exit exams to evaluate student attainment of PLOs at the time of graduation. A student survey was developed to obtain the perceptions of 92 senior civil engineering students over the course of three semesters. Findings revealed that students generally did not believe that the exit exam was an appropriate tool to evaluate their attainment of PLOs nor did it improve their knowledge in civil engineering disciplines. However, it helped prepare them for a job interview. Student performance in various disciplines was attributed to the level of preparedness, interest in the topics, and difficulty of exam questions. Additionally, students believed having more sample questions or increasing the contribution of the exit exam to their grade point average would help improve the overall performance. The results also showed that the majority of students prepared for the exit exam by studying and solving questions from previous exit exam samples. A continuous improvement process was proposed to enhance the overall exit exam experience. Remedial actions were also suggested to render it a more valid direct assessment tool and inspire a positive attitude in students towards it.

关键词： exit exam program learning outcomes assessment tool student survey student perception civil engineering

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Context Matters: Outcome Assessments for Associate's Degree Psychology programs

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TEACHING OF PSYCHOLOGY 2020年第4期47卷 316-326页

作者： Amsel, Eric McGregor, Loretta Neal Alexander, Donna Leppien-Christensen, Kris Gerber, Bryan Wilson-Doenges, Georjeanna Hailstorks, Robin Weber State Univ Ogden UT 84408 USA Arkansas State Univ Jonesboro AR USA Rappahannock Community Coll Warsaw VA USA Saddleback Community Coll Mission Viejo CA USA Stark State Coll North Canton OH USA Univ Wisconsin Green Bay WI 54302 USA Amer Psychol Assoc Washington DC 20036 USA

The article highlights the importance and challenges of identifying program-level outcome assessment strategies for associate's degree psychology programs. We discuss the value of such program outcomes for quality assurance, improved teaching and learning, and efficient transfer. However, as we document, there is little uniformity in the psychology courses offered in associate's degree programs, which are tailored to the unique context of the institution. As a result, the foundational outcomes offered in the American Psychological AssociationGuidelines for the Undergraduate Psychology Major 2.0may not apply to all institutional contexts. The Associate's Integration subcommittee of the Summit on National Assessment in Psychology developed new outcomes aligned to the foundational ones inGuidelines 2.0to address the need for assessments across all institutional contexts. We conclude with suggestions for future discussion, research, and policy regarding program assessment for associate's degree students.

关键词： associate's degree program learning outcomes assessment APA Guidelines 2 0

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learning outcomes and assessment methodology: Case study of an undergraduate engineering project

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INTERNATIONAL JOURNAL OF ELECTRICAL ENGINEERING EDUCATION 2019年第2期56卷 140-162页

作者： Naqvi, Syed Rameez Akram, Tallha Haider, Sajjad Ali Khan, Wilayat Kamran, Muhammad Muhammad, Nazeer Qadri, Nadia Nawaz COMSATS Univ Islamabad Dept Elect Engn Wah Cantonment Pakistan COMSATS Univ Islamabad Dept Math Wah Cantonment Pakistan

Considering the effectiveness of outcome-based education and its increasing implementation in higher education, we propose a set of course learning outcomes that may be related to any engineering problem, in particular the final year project in undergraduate engineering programs. We also show how these outcomes may be mapped to program learning outcomes identified by the Washington Accord. Our case study is an embedded vision system developed by our own group, which we assess against these outcomes using the proposed self-assessment report rubrics. We conclude by presenting assessment reports for our project from two expert academics showing how well it managed to attain the course learning outcomes. This work is intended to give students a direction to professionally as well as ethically approach a particular design problem, and at the same time help the instructors evaluate their students' projects by simply adopting the proposed assessment methodology.

关键词： Outcome-based education program learning outcomes course learning outcomes self-assessment rubrics evaluation final year project

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