Pakistan Military Academy National University of Sciences and Technology, Islamabad (PAKISTAN)
About this paper:
Appears in: EDULEARN10 Proceedings
Publication year: 2010
Pages: 3230-3239
ISBN: 978-84-613-9386-2
ISSN: 2340-1117
Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain
The paper investigates to gain enhanced understanding in the concept of “Outcome Based Assessment” at the undergraduate level. It requires that universities to examine their curriculum and courses from a different point of view. Assessment is a systematic ongoing, interactive process of monitoring (recording and analyzing) the students learning outcomes and processes in order to determine what we are doing well and what we need to improve. Students at present are assessed in terms of courses (inputs) which they take and after successful completion of required no of credit hours, are considered educated. They are then expected to exhibit certain outcomes like knowledge, skills and other attributes which they are required to possess. Responses on the outcome based assessment are compared in the form of assessment in which judgments are made about students by measuring their work against set criteria which are independent of the work of the students.

The study reported here discusses that the growth of assessment movement for enhancing the quality of education in the universities/institutions requires a paradigm shift which involves a movement from a focus upon teaching to a focus on student learning. Up till now focus on teaching implies that measures used for assessing quality consisted of things like number of courses taught, number of students in a class and a course faculty evaluation. This shift to focus upon student learning reflects that assessment now turns to an examination of specific student outcomes i.e. student achievements, perception of their development towards educational objectives, rate of placement and indicators of performance in graduate students and extended recognition of their achievements.

Results indicate that universities / institutions should bring paradigm shift in their traditional evaluation emphasis to outcome based assessment with effective quality of learning to meet the requirements of the stakeholders.

Implications for transformational learning and leadership theories towards outcome based assessment are analyzed as well as thoughts about how the development of the faculty competencies may be enhanced and affected through adopting various learning techniques.