Abstract
The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.
Highlights
Learning outcomes can be defined as statements that describe what students can do or have to perform at the end of the learning process
We focus on the pre-processing of the total number of 11 students for CME322 and 20 students for ACC102, who enrolled for this course in the first semester of the academic year 2019–2020 at Prince Sultan University
Afterwards, Person-Item Distribution Map (PIDM) was designed by the application
Summary
Learning outcomes can be defined as statements that describe what students can do or have to perform at the end of the learning process. They probably have to be differentiated from learning goals. Outcomes of learning are directly associated with students to ensure understandable directions of what they have to accomplish throughout a course/program. Bloom, who was a pundit in education [2], classified learning outcomes by three core dimensions of study: cognitive (based on knowledge), emotional (based on attitude), as well as psychomotor (based on human skills). The Arabian sector of higher education has classified learning outcomes by three relevant dimensions (knowledge, competence, and skills), referring to the so-called Saudi Qualification Framework (SAQF). The knowledge and skills domains are relatively clear and easy to understand, whereas competence represents a more complex category and needs further interpretation
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