Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/78716
Title: Connecting teacher-made assessments to course learning outcomes through learning analytics : an empirical model
Authors: Chen, J
Foung, D 
Issue Date: 2019
Publisher: IGI Global
Source: In E White & T Delaney (Eds.), Handbook of research on assessment literacy and teacher-made testing in the language classroom, Chapter 6. Hershey, PA: IGI Global, Information Science Reference, 2019 How to cite?
Abstract: This chapter explores the possibility of adopting a data-driven approach to connecting teacher-made assessments with course learning outcomes. The authors begin by describing several key concepts, such as outcome-based education, curriculum alignment, and teacher-made assessments. Then, the context of the research site and the subject in question are described and the use of Structural Equation Modeling (SEM) in this curriculum alignment study is explained. After that, the results of these SEM analyses are presented and the various models derived from the analyses are discussed. In particular, the authors highlight how a data-driven curriculum model can benefit from input by curriculum leaders and how SEM provides insights into course development and enhancement. The chapter concludes with recommendations for curriculum leaders and front-line teachers to improve the quality of teacher-made assessments.
URI: http://hdl.handle.net/10397/78716
ISBN: 9781522569862
1522569863
9781522569879 (EISBN)
DOI: 10.4018/978-1-5225-6986-2
Appears in Collections:Book Chapter

Access
View full-text via PolyU eLinks SFX Query
Show full item record

Page view(s)

113
Citations as of Oct 15, 2018

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.