Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19154
Title: 
Outcomes-based assessment and learning: Trialling change in a postgraduate civil engineering course
Authors: 
Keywords: 
Outcomes-based
Learning
Assessment
Student feedback
Perception
Issue Date: 
2017
Citation: 
El-Maaddawy, T., & Deneen, C. (2017). Outcomes-based assessment and learning: Trialling change in a postgraduate civil engineering course. Journal of University Teaching & Learning Practice, 14(1), 1-19. Retrieved from http://ro.uow.edu.au/jutlp/vol14/iss1/10
Abstract: 
This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning
framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework
designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil
engineering master-level course. The assessment instruments for this course were designed together to form a
deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the
outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of
student results in assessment tasks constructively aligned with intended outcomes of learning. Student
feedback provided indirect evidence of student attainment of learning outcomes and confirmed the
effectiveness of the learning approach implemented in the course under investigation. Results of the direct
assessment instruments were, generally, consistent with the student self-perception confirming achievement
of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes.
Results of the present study are anticipated to assist educators and researchers to efficiently and effectively
implement and evaluate outcomes-based learning in higher education thus improving educational quality and
student learning
URI: 
Website: 
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