ERIC Number: ED453059
Record Type: Non-Journal
Publication Date: 1999-Aug
Reference Count: N/A
Assessment Grading Systems and Regulations in Learning Outcome Models.
Learning outcomes and their assessment has given rise to considerable debate as to whether outcomes should be graded or just pass/fail. Assessment models employing learning outcomes have been used for some time in the United Kingdom (UK) in further education programs for example National Vocational Qualifications (NVQs) and General National Vocational Qualification (GNVQs), however, they have only recently been introduced into Higher Education study programs for example Higher National Certificates and Diplomas (HNCs/HNDs). Learning outcome assessment models have not found favor in degree level programs in the university sector but this situation is likely to change as a result of the publication by the Quality Assurance Agency (QAA) for Higher Education in October 1998 entitled'The Way Ahead'. The new framework they have proposed will now be developed and implemented over the next few years and one of the key four areas is the program specification which will be outcome based. This paper reflects on the experience gained at the University of Derby where a learning outcomes model has been in operation since 1995. Where traditional grading systems and assessment regulations are in force the implementation of a learning outcomes model needs careful thought not only at program level, but also at institutional level. From the working experience a number of the pitfalls are examined at program level, for example, is the traditional end of module examination acceptable in this type of model? Should learning outcomes be tested on more than one occasion? Should referral work be similar to that set using the traditional model? At institutional level the purpose of the assessment boards needs to be re-examined as well as the appropriate method to present the assessment information. The author has joined a University working party whose remit is to reconsider the existing model and regulations and in addition has the responsibility as Programs Manager in the Division of Electronic Systems. Principles in the application of learning outcomes are proposed together with some thoughts on the necessary changes in assessment regulations. Requirements for the various levels of professional status are defined in terms of competencies and when coupled with the QAA's requirements offers a major challenge in curriculum design. (Author)
Descriptors: Educational Assessment, Engineering Education, Evaluation Methods, Foreign Countries, Higher Education, Outcomes of Education, Scoring
For full text: http://www.ineer.org/Events/ICEE1999/Proceedings/papers/264 /264.htm.
Publication Type: Guides - Non-Classroom; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom