FACTORS FOR ACHIEVING LEARNING OUTCOMES: OVERVIEW OF ASTANA IT UNIVERSITY’S EXPERIENCE
DOI:
https://doi.org/10.37943/AITU.2021.10.44.003Keywords:
stakeholdership, assessment tools, learning outcomes, students’ competencies, design of teaching technology, competency-based approachAbstract
The article gives an overview of Astana IT University’s (AITU) experience in performing the teaching conditions for achieving the learning outcomes. The introduction of a competency-based approach to the formation and assessment of learning outcomes has led to a new system of training and assessment tools. Stakeholdership as a modern mechanism, the problem of focusing on employers’ needs, the stages of the education programme (EP) development and the criteria for assessing the learning outcomes achievement are discussed in details. The quality of education is determined by the quality of the results of the educational process, where the educational achievements of students and the qualifications of graduates become the main components of education quality. The purpose of the study is aimed to summarize the practice of using assessment tools as the key factors and conditions for establishing learning outcomes. The research methodology used is quantitative and qualitative data analysis as well as analysis of class observation in AITU done within the research on learning outcomes achievement. The choice and design of teaching technology are primarily determined by the type of students’ competencies, characteristics of the planned learning outcomes for each level of competence (knowledge, skills, and experience). Constant improvement of EP content and educational technologies as a key factor of education services quality is a vital demand.
References
Freeman, R.E. (1984). Strategic management: A stakeholder approach. Boston: Harper Collins.
Shavelson, R. J. (2010). On the measurement of competency. Empirical research in vocational education and training, 2(1), 41-63.
Hussey, T., & Smith, P. (2008). Learning outcomes: a conceptual analysis. Teaching in higher education, 13(1), 107-115. doi:10.1080/13562510701794159.
Prøitz, T.S. (2010). Learning outcomes: What are they? Who defines them? When and where are they defined?. Educational assessment, evaluation and accountability, 22(2), 119-137. doi: 10.1007/s11092-010-9097-8.
Dawkins, P., Hurley, P., & Noonan, P. (2019). Rethinking and revitalising tertiary education in Australia.
Harvey, L., & Williams, J. (2010). Fifteen years of quality in higher education.
Pascarella, E.T., & Terenzini, P.T. (2005). How College Affects Students: A Third Decade of Research. Volume 2. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.
Dill, D. D., & Beerkens, M. (Eds.). (2010). Public policy for academic quality: Analyses of innovative policy instruments (Vol. 30). Springer Science & Business Media.
Aamodt, P.O., Frølich, N., & Stensaker, B. (2018). Learning outcomes–a useful tool in quality assurance? Views from academic staff. Studies in Higher Education, 43(4), 614-624. doi.org/10.1080/03075079.2016.1185776.
Lile, R., & Bran C. (2014). The Assessment of Learning Outcomes. Procedia - Social and Behavioral Sciences, 163, 125-131. doi.org/10.1016/j.sbspro.2014.12.297 https://www.sciencedirect.com/ science/article/pii/S1877042814063988.
Aziz, A.A., Yusof, K.M., & Yatim, J.M. (2012). Evaluation on the effectiveness of learning outcomes from students’ perspectives. Procedia-Social and Behavioral Sciences, 56, 22-30. https://www.sciencedirect.com/science/article/pii/S1877042812040906.
Deros, B.M., Saibani, N., Yunos, B., Rahman, M.N.A., & Ghani, J.A. (2012). Evaluation of training effectiveness on advanced quality management practices. Procedia-Social and Behavioral Sciences, 56, 67-73. https://www.sciencedirect.com/science/article/pii/S1877042812040955.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Articles are open access under the Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish a manuscript in this journal agree to the following terms:
- The authors reserve the right to authorship of their work and transfer to the journal the right of first publication under the terms of the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the the original work and the first publication of the work in this journal.
- Authors have the right to conclude independent additional agreements that relate to the non-exclusive distribution of the work in the form in which it was published by this journal (for example, to post the work in the electronic repository of the institution or publish as part of a monograph), providing the link to the first publication of the work in this journal.
- Other terms stated in the Copyright Agreement.