Embedded Assessment of Library Learning Outcomes in a Freshman Engineering Course

Within its broad business perspective competency, the AICPA indicates that schools should evaluate the extent to which students are able to apply crossfunctional academic training. This paper describes an effort at one university to assess students' development of a cross-functional view of business. Based on our experiences with iterative revisions in the assessment process over four years within a single course, this paper offers a case study of the process of defining a competency, specifying intended learning outcomes, selecting course-embedded assessment methods, evaluating the results, and using that information to guide changes in the teaching-learning process. In addition to addressing some important dimensions of common techniques used to assess an individual student's learning, this article also illustrates the use of scoring rubrics in the assessment process. This paper is relevant not only to those who are interested in cross-functional integration, but also to accounting educators who are interested in assessment and assurance of learning practices in courses that are not integrative in nature.

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The effect of Mercedes model with embedded assessment strategy and technology on biology students’ learning outcomes in Lagos Nigeria.

ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA BULGARIA ◽

10.29114/ajtuv.vol3.iss2.139 ◽

2019 ◽

Vol 3 (2) ◽

pp. 39-53

Author(s):

ADENIKE JULIANAH OLADIPO ◽

Olusoji Olurotimi Adewumi ◽

Akinleye Oluyemi Ogundiwin

Keyword(s):

Secondary Schools ◽

Learning Outcomes ◽

Lesson Plan ◽

Analysis Of Covariance ◽

Embedded Assessment ◽

Biology Students ◽

Assessment Strategy ◽

Senior Secondary Schools ◽

Subject Specialization ◽

Senior Secondary

Abstract Methods and strategies traditionally used in teaching science have been described by several researchers as being unsatisfactory and ineffective over many years. Hence, this study examined the effect of Mercedes Model with Embedded Assessment Strategy and Technology on Biology students’ learning outcomes. A pretest-post-test control group, quasi experimental design was adopted for the study. Two purposively selected EDs were randomly assigned to experimental and control groups. Three senior secondary schools were randomly selected from each ED. Altogether, a total of six schools in the two selected EDs were involved in the study. Two intact classes (one science and another non-science) were randomly selected from each of the six schools making a total of twelve classes. In all 568 Senior Secondary Class I biology students formed the sample size. Five instruments were used to generate data for the study, namely, Mercedes Model with Embedded Assessment Strategy and Technology in Diffusion (M2EASTID), Mercedes Model with Embedded Assessment Strategy and Technology in Osmosis (M2EASTIO). Conventional Lesson Plan on Diffusion (COLPOD), Conventional Lesson Plan on Osmosis (COLPO) and Test on Students’ Learning Outcomes in Osmosis and Diffusion (TESLOOD). Four hypotheses were formulated and tested at 0.05 level of significance. Data collected were analysed using frequency counts, means, deviation and analysis of covariance. There was significant effect of treatment on students’ learning outcomes on selected biology concepts. Also, subject specialization has a significant effect on the dependent measures. Mercedes Model with Embedded Assessment Strategies and Technology therefore was effective and significantly improved students’ learning outcomes. Hence, it was recommended that biology teachers in senior secondary schools should adopt Mercedes Model with Embedded Assessment Strategy and Technology for teaching for understanding and application of biology concepts.

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Demystifying Learning Outcomes Assessment at the Program Level

HortTechnology ◽

10.21273/horttech.20.4.672 ◽

2010 ◽

Vol 20 (4) ◽

pp. 672-677

Author(s):

Caula A. Beyl

Keyword(s):

Learning Outcomes ◽

Standardized Tests ◽

Graduate Program ◽

Improvement Program ◽

Learning Outcomes Assessment ◽

Embedded Assessment ◽

Learning Content ◽

Improved Learning ◽

Course Outcomes ◽

Student Input

In addition to being an essential part of the continuous cycle of improvement, program assessment helps provide for documented accountability, improved learning content, and enhanced pedagogy. The process of using descriptions of the ideal graduate, program descriptive material, faculty and student input, and overlapping course outcomes to develop meaningful program learning outcomes is described. Both direct and indirect assessment methods can be used to determine if the program is meeting its desired learning outcomes as well as using classroom-embedded assessment, capstone experiences, collective portfolios, standardized tests, pre- and post-tests, exit interviews, and various surveys. A program matrix can be used to track where various program learning outcomes are being addressed within individual courses. This article describes a fundamental first approach to assessing and documenting program learning.

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Symposium 20 - PABMB: Teaching biochemistry in a connected world: How Apps-Embedded Assessment can contribute to learning outcomes mapping

Revista de Ensino de Bioquímica ◽

10.16923/reb.v13i2.610 ◽

2015 ◽

Vol 13 ◽

pp. 42

Author(s):

Eduardo Galembeck

Keyword(s):

Protein Synthesis ◽

Learning Outcomes ◽

Metabolic Pathways ◽

Educational Software ◽

Cell Structure ◽

Formative Assessments ◽

Map Learning ◽

Embedded Assessment ◽

Preliminary Results ◽

Usage Data

Symposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:Apps can be designed to provide usage data, and most of them do. These usage data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how it can be used to map students’ behavior using educational software. We tested both Google Analytics, and a system we have developed to map learning outcomes and students engagement. Embedded assessment were implemented in app used to teach: 1) Metabolic Pathways; 2) Protein Synthesis, 3) Cell Structure, and 4) Concepts from techniques used in a Biochemistry Lab course. Our preliminary results show that this approach provides valuable information about class outcomes that can be used for both summative and formative assessments.

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Will They Use What You Taught Them? Course-Embedded Assessment Of Accounting Students Information Technology Self-Efficacy

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v1i12.2014 ◽

2004 ◽

Vol 1 (12) ◽

Author(s):

John W. Moore ◽

Cheryl E. Mitchem

Keyword(s):

Learning Outcomes ◽

Self Efficacy ◽

Direct Evidence ◽

Accounting Information ◽

Indirect Evidence ◽

Computer Applications ◽

Accounting Students ◽

Accounting Information Systems ◽

Embedded Assessment ◽

It Skills

This paper provides a model of course-embedded assessment for use in an undergraduate Accounting Information Systems course, and reports the results obtained from implementation. The profession’s educational objectives are mapped to specific computer skills and assignments, to provide direct evidence of learning outcomes. Indirect evidence of learning is provided by data collected with computer self-efficacy instrumentation. The paper addresses an important issue for persons entering the profession, in that they may have learned to use specific computer applications, but may lack the confidence in their own ability to use these skills. This may impact their ability to gain employment, or to maintain employment in accounting. The data collected may be employed to assess how well an AIS course supports the mission of its school, by demonstrating the acquisition of IT skills and the necessary self-efficacy to use those skills.

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Editorial - Número especial

Revista de Ensino de Bioquímica ◽

10.16923/reb.v13i2.612 ◽

2015 ◽

Vol 13 ◽

pp. 1

Author(s):

Gabriel Gerber Hornink ◽

Vera Treis Trindade ◽

Eduardo Galembeck ◽

Bayardo Baptista Torres

Keyword(s):

Science Education ◽

Learning Outcomes ◽

San Francisco ◽

Scientific Literacy ◽

Global Gene Expression ◽

School Teachers ◽

Online Data ◽

Embedded Assessment ◽

Hands On ◽

Teachers And Students

Editorial 2015 - EspecialA área de ensino de Bioquímica integra a reunião Anual da Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq) desde 1993. Ao longo dos anos, a área foi se estabelecendo e ganhando força e corpo.A materialização desse trabalho ocorreu com o lançamento, pela SBBq, da Revista de Ensino de Bioquímica e Biologia Molecular (RBEBBM), em 2001. Em 2012 a revista passou por um processo de reestruturação, ampliando seu escopo e equipe de trabalho, passando a se chamar Revista de Ensino de Bioquímica - REB (Journal of Biochemistry Education).Visando ampliar a divulgação da REB, a SBBq proporcionou, desde 2013, um espaço físico (estande) dentro da área do evento, para inserção de banners, materiais publicitários e espaço para contatar e dialogar com os visitantes.Uma vez que este ano a SBBq sediou a reunião da International Union of Biochemistry and Molecular Biology (IUBMB), o espaço da revista ganhou destaque pela presença de membros do corpo editorial do Brazil, Chile e Uruguai.O evento ocorreu em Foz do Iguaçu, de 24 a 28 de agosto de 2015 (http://www.sbbq.org.br/iubmb2015).Os participantes puderam conversar com parte da equipe da REB, esclarecendo dúvidas, conhecendo novas informações e compartilhando suas experiências, constituindo-se um importante espaço de diálogo sobre Ensino de Bioquímica, Biologia Molecular e áreas correlatas.Além disso, muitos membros do corpo editorial, por conta da distância física, puderem se conhecer e trocar experiências.Com relação aos trabalhos apresentados na área de educação, durante o evento, houve dois simpósios, além dos 32 painéis apresentados na área de ensino de Bioquímica (área K).As primeiras apresentações ocorreram no dia 25 de agosto (9:00-11:00), no Simpósio 3 (Science Education “Leopoldo de Meis”), mediada pelo prof. Dr. Wagner Seixas da Silva (UFRJ, Brasil), com a apresentação três simposiastas, com as seguintes apresentações:- The Critical Importance of Science Education for Society, por Bruce Albert (University of California - San Francisco, USA);- The Relevance of Neuroscience in Evaluation of Students in Classroom, por Diogo Onofre de Souza (UFRGS, Brasil);- Replacing Prctical Classes with Experimental Projects, por Paulo S.L. Beirão (UFMG, Brazil). O segundo simpósio (PABMB: Teaching biochemistry in a connected world) ocorreu no dia 26 de agosto (15:30-17:30), mediada pelo professor Dr. Miguel Castanho (Universidade de Lisboa, Portugal), com a apresentação de quatro simposiastas:- Hands-on inquiry-based biochemistry courses for improving scientific literacy of school teachers and students, por Andrea T. Da Poian (UFRJ, Brasil);- Keeping 3D resources in the web to learn on protein structure, por Raual Herrera (Universidad de Talca, Chile); - How Apps-Embedded Assessment can contribute to learning outcomes mapping, por Eduardo Galembeck (Unicamp, Brasil);- Using "raw" online data derived from global gene expression experiments for posgraduate teaching activities, por Jose Sotelo (Montevideo, Uruguay). Agradecemos aos membros do corpo editorial e aos colaboradores que estiveram presentes no estande da revista, auxiliando nesse importante processo de valorização do ensino: Aos professores Gabriel Gerber Hornink (Unifal-MG), Eduardo Galembeck (Unicamp), Vera Treis Trindade (UFRGS), Leila Maria Beltramini (UFSCar), Wagner Seixas da Silva (UFRJ), Raul Herrera Faúndez (Universidade de Talca-CH), André Amaral Gonçalves Bianco (Unifesp), Adriana Cassina (Universidade de la República-UR); María Noel Alvarez (Universidade de la República-UR). Aos estudantes Frederico José Moreira Baêta (Unifal-MG), Thanuci Silva (Unicamp), Mayara Lustosa de Oliveira (Unicamp), Caeteno Costa (Unicamp), Caroline Dutra Lacerda (UFRJ).AtenciosamenteGabriel G. HorninkUnifal-MGVera Maria T. TrindadeUFRGSBayardo B. TorresUSPEduardo GalembeckUnicamp

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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