Abstract
Many educational institutions are migrating towards outcome-based teaching and learning. Being true to criterion-referenced assessment, students' final grades are often determined elaborately on a set of complex rules. The author proposes a tabular approach to help instructors in course planning and assessment. The resulting course plan consists of tables that show learning outcomes, study topics, teaching, learning and assessment activities in rows and columns. Instructors can more easily spot misalignments between items on the tables. Though marks are assigned to learning outcomes, students' final grades are still assessed criterion-referenced rather than norm-referenced. This mark-based assessment is transparent and familiar to students. The tabular approach may reduce the OBTL migration effort of the instructors and improve the learning experience of the students.
Original language | English |
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Title of host publication | Handbook of Research on Hybrid Learning Models |
Subtitle of host publication | Advanced Tools, Technologies, and Applications |
Pages | 64-69 |
Number of pages | 6 |
DOIs | |
Publication status | Published - 2009 |