Achievement Of Learning Outcomes Research Articles

Contemporary educational methods in periodontology.

The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

Differences in Achievement in Physical Education Learning Outcomes for High School Students Based on Parental Occupation: Analysis of Differences in Parental Social Status in Providing Learning Motivation

This research aims to determine the achievement of Physical Education (PE) learning outcomes based on parents' work and its relationship to differences in parents' social status in providing learning motivation to students. The sample in this research was high school students in DI Province. Yogyakarta Indonesia. Data analysis used descriptive statistics and inferential factorial one-way ANOVA. One-way anova test results Sig. 0.000 < 0.05 so there is a significant difference in the average of the three PE learning outcomes between students whose parents are civil servants, farmers and entrepreneurs. First Post Hoc follow-up test Sig. 0.000 < 0.05, so that there is a difference in the PE learning achievement of students with their parents' jobs as civil servants and farmers. Post Hoc follow-up test for both Sig. 0.375 > 0.05 so that there is no difference in the PE learning achievement of students with their parents' jobs as civil servants and entrepreneurs. Post Hoc follow-up test for the three Sig. 0.001 < 0.05 so that there is a difference in the PE learning achievement of students whose parents are farmers and entrepreneurs. The conclusion of this research is that there is a significant difference in the average achievement of PE learning outcomes for high school students based on the social status of parents' jobs as civil servants, farmers and entrepreneurs. The social status of parents' work has an influence on the PE learning achievements of high school students in relation to providing learning motivation for students. Working as a civil servant requires a person to have a formal education of at least a bachelor's degree, while for farmer and self-employed jobs it is not required to have a formal bachelor's degree. Parents who work as civil servants and have formal educational experience of at least a bachelor's degree, at least have a tendency to motivate their children to achieve good learning outcomes in compulsory subjects such as PE or other compulsory subjects. However, the farming profession could be stronger and higher in providing learning motivation to their children, with the hope that their children who are still studying at high school level will not become farmers like their parents and can continue at a higher level of formal education. Keywords: Learning Outcomes, Physical Education, Social Status, Parental Employment, Learning Motivation.

Implementasi Active Learning Dalam Pembelajaran PAI Di SMK Negeri Tegalwaru Purwakarta

This research examines the implementation of the active learning model in Islamic Religious Education at Tegalwaru State Vocational School, Purwakarta. The aim is to increase students' interest in learning, participation and achievement of learning outcomes through active involvement in the learning process. This research uses a qualitative approach with descriptive methods. Data was collected through interviews, observation and document review. The research results show that the implementation of the active learning model is carried out through three main stages: planning, implementation and assessment. In the planning stage, the teacher prepares a Learning Implementation Plan (RPP), which includes objectives, materials, activity steps and appraisal. At the implementation stage, teachers apply active learning techniques such as group discussions, debates, games and presentations to increase student participation and interest in learning. Meanwhile, the assessment stage is carried out by considering cognitive, affective and psychomotor aspects and using Minimum Completeness Criteria (KKM) as the graduation standard. The active learning model has proven to be effective in creating an interactive, fun learning environment and encouraging students to be more proactive, creative and not quickly bored in the learning process. The school also pays special attention to extracurricular activities such as recitation and billing assignments to deepen students' understanding of Islamic Religious Education. This research contributes to efforts to improve the quality of Islamic religious education in Indonesia

Assessing satisfaction in simulation among nursing students: psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale

BackgroundThe Satisfaction with Simulation Experience scale is a 5-point Likert scale that measures students’ satisfaction in medium and high-fidelity simulation scenarios. This study aims at investigating the psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale.MethodsA multi-centre cross-sectional study was conducted. The scale was administered to a sample of 266 undergraduate nursing students from two Italian universities after attending a medium- and high-fidelity simulation session in November 2022 and March 2023. Cronbach’s alpha coefficient and item-total correlation were sorted out to assess internal consistency and reliability. The test-retest method was used as a measure of scale stability over time as well as the confirmatory factor analysis to verify construct validity.ResultsThe Cronbach’s alpha value was 0.94 for the overall scale, indicating excellent reliability, and it was 0.84 or higher for each subscales, indicating good reliability. A large correlation coefficient of 0.60 or higher was found between each item and its subscale and between each item and the overall scale score. A medium test-retest correlation coefficient was found for most items (r > 0.30). The confirmatory factor analysis confirmed the factorial structure found in the original study.ConclusionsSatisfaction is an important teaching and learning quality indicator along with the achievement of learning outcomes in simulation. The Satisfaction with Simulation Experience - Italian Version scale showed good reliability and validity; therefore, it could be a useful tool to assess simulation impact in Italian nursing students. The extensive utilization of the Satisfaction with Simulation Experience scale, along with its various validated versions, could facilitate assessing satisfaction in simulation across diverse contexts and enable comparisons of findings across studies in different countries.

Enhancing Learning Continuity: A Case Study on the Effective Utilizations of eLearning to Mitigate Class Suspensions at St. Paul University-Surigao

This study investigated the effectiveness of eLearning designs and learning outcomes at St. Paul University-Surigao's College of Business and Technology. A mixed-methods approach was employed, utilizing a descriptive survey (n=220) and a qualitative thematic analysis of student feedback. A survey revealed generally positive student perceptions of instructional design and learning outcome achievement. However, these perceptions varied across programs, suggesting a need for tailoring. Qualitative analysis, importantly, identified both positive aspects (flexibility, self-learning) and challenges (limited interaction and engagement, technical issues, instructor quality). These challenges, crucial for educators and researchers to be aware of, resonate with broader discussions on the barriers to effective eLearning implementation. This study contributes to the understanding of effective eLearning practices in higher education. The findings emphasize the importance of well-designed online courses that balance student autonomy with strategies to address engagement, social interaction, and access barriers.

Hubungan Pemahaman Konsep Biologi Terhadap Etika Makan Sesuai Sunnah di MAN 1 Lombok Barat, Nusa Tenggara Barat

Understanding concepts has a very important role in teaching and learning activities and is the basis for achieving learning outcomes. In terms of understanding concepts, students are not limited to just knowing, but must be able to connect one concept to another. Even though national education aims to form people who are faithful and devout and have noble character, it does not only develop the potential for cognitive intelligence. This research aims to determine the relationship between students' understanding of biological concepts in the digestive system material and eating ethics according to the Sunnah at MAN 1 West Lombok. This research methodology uses a correlational method. The research population is students of MAN 1 West Lombok KLS XI in the 2023/2024 academic year. The sample in this study was KLS XIA as many as 20 people. Data was taken using test questions and questionnaires. The results of the research show: Understanding of Biological Concepts of Digestive System Material at MAN 1 West Lombok is classified into two categories, namely Good (45%), and Fairly Good (55%). Meanwhile, student behavior towards eating and drinking ethics according to the Sunnah at MAN 1 West Lombok is classified into three categories, namely very good (40%), good (55%), and quite good (5%). And correlation calculations show that there is no significant relationship between the understanding of biological concepts regarding the digestive system material and the ethics of eating and drinking according to the Sunnah at MAN 1 West Lombok, namely a significance value of 0.495 > 0.05.

Learning Style Inventory (Kolb Models) and the Achievement of Learning Outcomes Geometry

A person will be more effective in learning if he already understands his character in learning. There are various kinds of ways that a person has in learning, namely by hearing, reading, or seeing and learning by finding. The way to process this information is known as learning style. This paper aims to explain the tendency of Kolb’s learning style and the achievement of geometry learning outcomes in junior high school students. This is quantitative research with an ex-post facto design, with 120 subjects and data collection techniques using the Learning Style Inventory (LSI) questionnaire and geometry learning outcomes test. The results showed that students who learn through concrete experience were 17.3%, reflective observation 32.7%, abstract conceptual 22.5%, and active experiment 27.5%. Whereas in the learning style dimension which has a diverger type of 39.3%, assimilator 41.1%, converger 11%, and accommodator 8.6%. So students who have a diverger learning style are more appropriate if their learning uses the lecture and question and answer method, accommodators are more appropriate to use the problem-based method, while students having a converger learning style will have better learning outcomes using investment-based learning strategies. Keywords: geometry, kolb models, learning outcomes, learning style inventory

Designing learning experiences using serious games: innovative village case study

The increasing interest in Learning Experience Design (LXD) has consolidated this field as a new way to transform educational practices. Thanks to its interdisciplinary nature which is mainly rooted in the close relation between human–computer interaction, user experience design and the learning sciences, LXD is a field that demands frameworks to design and develop products that can grow into services, to create interactive learning environments able to provide improvement-driven analytics and to guarantee a significant and satisfactory experience, designed to achieve learning outcomes. Innovative Village serious video game (IVVG) is a service-oriented product within an entrepreneurship and innovation system of platforms developed as an abilities-focused learning environment, and that builds a case study for LXD. This research aims to contribute to the consolidation of the emergent field of Learning Experience Design by providing a case around the Entrepreneurship and Innovation area from EAFIT University in Medellin, a learning system that comprises several service-oriented products; by being one of the products that constitute this system, and as a serious video game, Innovative Village has proven to be a key player in facilitating the learning outcomes and the knowledge integration that stem from the learning environment of the Interactive Design program, where the students’ learning experiences take place. First, related theoretical concepts and historical data will be analyzed to provide background information, then the case study will be addressed focusing on the materials, methods, and results. The study shows that the video game encourages collaborative behavior between players, as perceived by a significant proportion of participants. The research establishes a link between this perception and the role of creaticides in the game. Learning Experience Design (LXD) is about creating products that link the learning process with key competences. The game “Innovative Village” exemplifies this approach and provides insights into design, use, and required competencies. It also presents a framework for designing user-centered learning experiences that incorporate assessments to enhance the learning process. This framework is applicable from the early stages and can be tested in real learning environments.

Islamic Education Methods For The Millennial Generation In The Perspective Of The Quran And Hadith

Educational methods are fundamental for achieving learning outcomes, also for creating active and effective learning, and encouraging students so they can explore and develop their talents and abilities. Starting from intelligence, personality, morals, and skills that are beneficial for oneself and society. This research uses qualitative research methods through literature study with a descriptive-narrative approach and data collection techniques in the form of reading texts related to the required data. The collected data is classified into sub-discussions and analyzed using content analysis techniques, then arranged descriptively narratively into a systematic article. This research aims to describe what Islamic education methods are suitable for the millennial generation from the perspective of the Koran and Hadith. This article produces the result that Islamic education methods are still very valid and can be applied at all times to anyone and at any time by the Koran and hadith. The results of this research show that the Islamic education method is a method of regular and systematic education by what is taught in the Islamic religion which is based on the Koran and hadith. And this Islamic education method is also very suitable for millennial generation children, such as the exemplary method (al-uswah al-hasanah), the lecture method, the discussion/dialogue method, and the targhib and tarhib methods. Keywords: Islamic Education Methods, Millennial Generation, in the Perspective of the Alquran and Hadith

Towards a robust approach for evidencing quality in higher education learning: The new CALOHEE model

PurposeKey to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.Design/methodology/approachThe materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.FindingsAs a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.Originality/valueFrameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

The outbreak of COVID-19 necessitated social distancing. Universities around the world were left with two options: a total suspension or a major reduction in students’ attendance. While the nature of many courses made it very difficult to teach them online, blended learning was the most suitable approach to teach these types of courses. Academics and educational institutions have realized the significance of blended learning not only as a response to immediate disruptions but also as a pivotal element in fostering a sustainable learning environment. However, designing successful blended learning courses requires making challenging decisions regarding the selection of the most appropriate delivery methods to achieve learning outcomes. To support higher education adoption of blended learning, this study identifies and rates the importance of the delivery methods that need consideration when designing a blended learning course. The aim is to assist academics to prioritize their delivery options and provide adaptable and resilient educational models. A Delphi study of two rounds was conducted to identify and rate the delivery methods. An expert panel of 19 academics with extensive experience in course design and online delivery was recruited. The findings indicate that online collaborative work and face-to-face collaborative work should be academics’ first delivery choices. Interestingly, face-to-face instructor-led learning was at the bottom of the list and rated well below all the other delivery methods.

Using Open Educational Practices: Implications for Nursing Education.

This paper reports on our use of open educational practices (OEPs) with online students in nursing. Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction. Using collaborative autoethnography, we probed our open teaching strategies. With Swanson's middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education. The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner. Using OEPs can help develop skilled and caring nurses.

PENGEMBANGAN PENILAIAN BERORIENTASI HOTS: UPAYA PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA DI ERA GLOBAL ABAD KE-21

This research aims to: 1) provide in-depth knowledge to teachers about the concept of HOTS-oriented assessment; 2) improve teachers' ability to develop HOTS-oriented assessment. This research is a literature research, with data sources are journal articles, reference books, modules, the internet, and other relevant sources. The study was conducted from October 2023 to February 2024. Data was collected by documentation and observation techniques. The research data were analyzed using exploratory descriptive methods. The results of data analysis are: 1) Higher-order thinking skills are the ability to think not just to remember, but the ability to analyze, evaluate, and create; 2) HOTS-oriented assessment has the characteristics of a) measuring higher-order thinking skills, b) contextual problem-based, c) using various question forms, d) divergent, and e) using multirepresentation. The steps for developing HOTS-oriented questions are a) analyzing basic competencies (KD), b) compiling a grid of questions, c) choosing an interesting and contextual stimulus, d) writing question items according to the question grid, and e) making scoring guidelines (rubrics) or answer keys. The benefits of HOTS-oriented assessment are: a) improving student achievement of learning outcomes, and b) increasing student learning motivation

Designing Social-Ecological Programs to Support Extension Participants in Civic Engagement

To address a need to support volunteer and citizen engagement with decision-makers in addressing social-ecological challenges, we designed and tested a “flipped classroom” training to teach civic engagement processes in the context of invasive species management. We pilot-tested the curriculum in seven states. Using results from in-course and delayed surveys, we demonstrate that participants increased their capabilities for engaging decision-makers and took civic engagement actions related to invasive species issues. Although participant recruitment and retention were lower than expected, the overall results suggest that the training approach is an effective design for satisfying participant needs and achieving learning outcomes.

“This is how I'm going to do it, but this is not how you're going to do it”: the expectation gap between student paramedics and mentors in East and Central Scotland

BackgroundThe role of paramedics has expanded significantly over the past two decades, requiring advanced skills and education to meet the demands of diverse healthcare settings. In 2021, the academic requirements for paramedics were raised to a bachelor’s degree to align with other registered professions. The limited evidence on effective paramedic practice education necessitates a novel or new examination of unique learning methods, emphasising the need to establish effective learning relationships between mentors and learners to enhance professional respect and support achieving learning outcomes. This study aimed to investigate expectations between student paramedics and their mentors, focusing on the learning dynamics within paramedic education.MethodsThis qualitative study used purposive sampling to recruit participants from two distinct cohorts: student paramedics from the University of Stirling and Practice Educator Mentors from the Scottish Ambulance Service. Focus groups were conducted to illuminate comprehensive insights into participants' expectations regarding practice education and their respective roles in the learning process. Codebook thematic analysis was used to assess the alignment of these expectations.ResultsFindings illustrate important challenges within practice placement across learning paradigms and highlight the attitudes surrounding the integration of higher education and expectations of practice placements. These challenges encompass systemic barriers, including the support provided to mentors as they assume increased responsibilities and barriers that deter qualified staff from initially undertaking this role.ConclusionThe study aimed to assess expectations between practice educators and students within the paramedic profession in Scotland. The methodology effectively identified key themes from comprehensive data, marking the first primary research in this field. There are disparities in learning styles, expectation measurement, and attitudes toward higher education during practice placements, which could significantly impact the teaching and assessment processes. The findings suggest increased support for practice educators, educational programs addressing challenges of mentorship, and stronger links between higher education institutes and the Scottish Ambulance Service. Further research is needed to understand the extent of the expectation gap, how expectations evolve, and to develop strategies to address disparities.

Engagement, Interaction, and Socialization of Islamic Education Pre-service Teachers through Virtual Discussions

Virtual learning, necessitated by COVID-19, is novel in Kuwait. This study explores Islamic education pre-service teachers’ perceptions regarding online learning experiences with virtual discussions to demonstrate its effectiveness in interaction, engagement, and socialization. Data were collected from 161 female Islamic education pre-service teachers enrolled at (Kuwait University). A mixed methods research approach confirmed the participants’ positive perceptions regarding the virtual learning experience and the role of virtual discussions in fostering engagement, interaction, and perceived learning. Virtual discussions maximized peer cooperation, enforced communication skills, and generated constructive feedback. The drawback was that a few pre-service teachers dominated the discussion, highlighting the importance of the instructor’s guidance in achieving learning outcomes. For these teachers in training, this study clarifies the impact of virtual discussions on learning outcomes and in fostering interaction and engagement and helps them understand the importance of being heard, communicating ideas, and sharing perspectives in a virtual environment.

Importance of Mastering Teacher Pedagogical Competence in Improving the Quality of Education

Education plays a crucial role in the development of a nation, with teachers as agents of change. Mastery of teacher pedagogical competence is the key to designing effective learning. However, the low achievement of student learning outcomes and teacher competence in Indonesia is still a problem. This research uses the literature study method to explore the importance of mastering teachers' pedagogical competencies in improving the quality of education. The results show that teachers' mastery of pedagogical competence plays a significant role in successful learning. Factors such as lack of education and training, as well as limited teaching experience, affect teachers' abilities. Specific strategies need to be implemented in accordance with the Teacher Pedagogical Competency Standards to improve the quality of education. Ten pedagogical competencies, including mastery of student characters and the use of technology as a learning medium, guide the improvement of education quality. Through the literature study method, this research concludes that teachers' mastery of pedagogical competencies plays a central role in improving the quality of education in Indonesia. Special attention to teacher training and development is needed to ensure they can meet professional standards and bring about positive changes in education.

Student Survey as a Tool for Improving the Educational Process in Higher Education

Introduction. The relevance of the selected topic is justified that it’s need to improve the educational process in order to improve the quality of education and students satisfaction of higher educational institutions. One of the most effective ways to get feedback from students which is based on the results of studying the discipline is a questionnaire. However, the methodology of conducting questionnaires requires adjustments in the direction of increasing student engagement.Objective. Determine the potential to use the student questionnaire method to improve the learning process and increase student satisfaction with the results of the study of disciplines.Materials and Methods. The research methodology is based on an experiment involving the questioning of students, the subsequent modification of teaching practice is based on the results obtained and the questioning of students who studied the subject after the introduction of adjustments. The survey was conducted using a developed questionnaire that includes questions which are related to various aspects of learning.Results. The results are obtained confirm the hypothesis that receiving feedback from students allows us to identify areas for improving the teaching process in order to increase the effectiveness of achieving learning outcomes and increase student satisfaction. The students who took part in the study not only evaluated various elements of the learning process, but also formulated specific suggestions for its improvement. The study showed the importance of using various, including interactive teaching methods and tasks, that contribute to the development of critical thinking, as well as receiving regular feedback from the teacher to increase student motivation. It’s based on these conclusions, the authors propose a unique tool that should be used by the teacher at the end of every lesson – reflection in the form of a cinquain.Discussion. The obtained results which consistent with of other studies on the problems of student questionnaires to improve teaching practice. The survey also allows students to be involved in the process of building a program and choosing teaching methods based on their needs. One of the limitations of the approach used is the use of a single source of information in the form of feedback from students through questionnaires, while some studies emphasize the effectiveness of combining questionnaires with other methods of evaluating the quality of learning to increase the reliability of results. One of the limitations of the approach used is the using of a single source of information in the form of feedback from students through questionnaires, while some studies emphasize the effectiveness of combining questionnaires with other methods of evaluating the quality of learning to increase the reliability of results.

Improving assessment equity using Interactive Oral Assessments

Equity in assessment has been a major issue plaguing the higher education sector for a long time and although efforts have been made to implement a variety of assessments to address this issue, the assessment design tends to ignore the increasingly diverse student population. This article assesses the equity of Interactive Oral Assessments (IOAs) based on the principles of the McCES framework: match, comprehensible, challenge, elicit, and scaffold. Accordingly, the process of designing and administering IOAs is compared with each of the five principles and shows that the assessment environment for students from equity backgrounds is significantly improved. To do this, the data collected from teaching staff and students from a two-year mixed methods research project at a regional university in Australia is used to evaluate the claim. The findings demonstrate that IOAs offer an opportunity to assess students’ learning and clarify their ability to achieve learning outcomes which aligns with the McCES framework; therefore, it is argued that IOAs are an equitable assessment approach. The implications of the findings for academics, students, and educational institutions are significant. For academics, they can be confident that their assessment approach is equitable. For non-traditional students, the chances of succeeding in assessments and improvement in learning are enhanced. For educational institutions, a direct impact on reducing the gap between the performance of mainstream students and non-traditional students in relation to retention, attrition, and successful completions is expected.

POTENTIAL OF ASSESSMENT PROCEDURES TO ENHANCE LEARNING OUTCOMES

The concern for the assessment of learning outcomes is reinforced today by the requirement expressed by society to get hold of skills graduates in various fields of activities. Hence, Learning outcomes are considered as an essential part of any type of learning process. A learning outcome is a clear statement of what a learner is expected to be able to do, or to know about language and provide value at the completion of a unit of study, and finally how well they should be expected to achieve those outcomes. It states both the substances of learning and how its attainment is to be demonstrated. This study will enhance the importance of assessment procedures of learning outcomes in developing higher education students’ information literacy competence which should be valued in all the fields of life. The study will find different types of tools and methods which can evaluate knowledge and skills to evaluate the importance of assessment. By using different types of assessment activities, teachers can improve activities of evaluations that is an important part of assessment procedures to achieve the learning outcomes.
 A central objective in the university context is to promote innovative teaching activities that increasingly see students as an active part of the learning process, fostering their learning outcomes, knowledge, and skills. Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in assessment, the opportunity to engage students in the assessment process is realized.
 For the purpose of finding out the potential of assessment procedures in developing learning outcome, one of the courses taught in English Department of Punjab University, Pakistan to the BS Linguistic students is assessed. The findings of the study reveal that assessment of learning outcomes today becomes an integral part of teaching and learning process, though whatever methods or tools we use to evaluate students’ performance of knowledge or cognitive skills, it should be in a positive and encouraging way of assessment. Moreover, the use of different assessment activities clearly points out that the achievement of learning outcomes depends on the proper use of assessment tools, then only we can see the potential of assessment in enhancement of learning outcomes.