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首页> 外文期刊>WSEAS Transactions on Information Science and Applications >Outcome Based Education Performance Measurement: A Rasch-based Longitudinal Assessment Model to measure Information Management Courses LO's
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Outcome Based Education Performance Measurement: A Rasch-based Longitudinal Assessment Model to measure Information Management Courses LO's

机译：基于结果的教育绩效评估：基于Rasch的纵向评估模型，用于评估信息管理课程的学习成绩

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摘要

Malaysia Qualification Framework, 2005 (MQF) promotes outcome based education (OBE) learning process. OBE calls for the evaluation of the course's Learning Outcomes (CLO) as specified in the Program Specification. This good practice is implemented in the Faculty of Information Technology and Quantitative Science, Universiti Teknologi MARA (FTMSK) teaching and learning processes which was duly certified to ISO 9001:2000. Assessment methods include giving students' tasks such as tests, quizzes or assignments at intervals during the 14 weeks study period per semester. CLO's were evaluated based on the students' performance which gives an indication of their learning achievements. Despite the marks obtained is orderly in manner, it is on a continuum scale. Hence, further evaluation using the raw score is rather complex to be carried out. This paper describes a Rasch-based measurement model as performance assessment tool to measure the CLO. Rasch Model uses 'logit' as the measurement unit thus transforms the assessment results into a linear correlation. An overview of the measurement model and its key concepts were presented and illustrated. An assessment form using Bloom's Taxonomy as parameter was designed showing each dimension of the ability to be measured. The results there from were evaluated on now well it relates to the attributes being assessed and scrutinized. It is further checked against the CLO Maps for consistency and used as a guide for future improvement of the teaching method and style. This provides the lecturers a more accurate insight of the student level of competency achieved. The study shows that this model of measurement can classify students' grades into linear competency scale accurately using only very few primary data sets to enable corrective action to be taken effectively at the early stage of learning.
机译：2005年马来西亚资格框架（MQF）促进基于结果的教育（OBE）学习过程。 OBE要求对课程的学习成果（CLO）进行评估，如计划规范中所规定。 Teknologi MARA大学信息技术和定量科学学院（FTMSK）的教学过程已实施了这一良好实践，该过程已通过ISO 9001：2000认证。评估方法包括在每学期的14周学习期内，定期给学生任务，例如测试，测验或作业。根据学生的表现对CLO进行了评估，这表明了他们的学习成就。尽管获得的标记是有序的，但它是连续的。因此，使用原始分数进行进一步评估是相当复杂的。本文介绍了一种基于Rasch的度量模型作为绩效评估工具来度量CLO。 Rasch模型使用“ logit”作为度量单位，从而将评估结果转换为线性相关性。介绍并说明了测量模型及其关键概念的概述。设计了一个以Bloom的分类法为参数的评估表，该表显示了要测量的能力的每个维度。现在，对结果的评估非常好，它与要评估和检查的属性有关。还会根据CLO地图进行检查，以确保一致性，并用作将来改进教学方法和风格的指南。这为讲师提供了对学生所达到的能力水平的更准确的了解。研究表明，这种测量模型可以仅使用很少的主要数据集就可以将学生的成绩准确地分类为线性能力等级，从而能够在学习的早期阶段有效地采取纠正措施。

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