Skill-Centered Assessment in an Academic Course: A Formative Approach to Evaluate Student Performance and Make Continuous Quality Improvements in Pedagogy

Authors

  • Khalid Mohiudddin King Khalid University
  • Ashiquee Mohammad Rasool King Khalid University
  • Mansoor Shariff Mohd King Khalid University
  • Rashid Hussain Mohammad King Khalid University

DOI:

https://doi.org/10.3991/ijet.v14i11.10275

Keywords:

Skill-centered assessment, Learning domains, Formative evaluation, Criterion-referenced testing, Higher education, Quality improvement

Abstract


Practices in domain-referenced assessment design and formative course evaluation are not common in still-developing, higher education systems around the world. This paper demonstrates skill-centered assessment and instructional design as a method for evaluating students’ skills performances, and demonstrates how to use the overall results for improving the quality of instruc-tion in a course in computing education. It applies a case study method, describ-ing assessment methods linked to, targeted learning skills and learning domains. The measurements were carried out by the course instructor, adopting a replicable analytic approach. The measured outcomes on each skill provided specific information to guide actions by teachers, to improve course delivery. Results suggest important indicators for teachers to stress in the next cycle of course de-livery in which the students were weak. The study demonstrates an easy-to-apply approach in skill-centered assessment, starting with assessments linked to learning domains, as a means for promoting best practices in formative evaluation in the field of computer education. While the essential principles of this method date back to the literature on criterion-referenced testing and instructional design, the systematic process produces results to support quality improvements in higher education settings where such methods are not the norm.

Author Biographies

Khalid Mohiudddin, King Khalid University

Dr. Khalid Mohiuddin holds a PhD in computing and is recognized as researcher and an excellent teaching practitioner at the faculty of Computer Science at King Khalid University, Saudi Arabia. His interdisciplinary research involves cloud computing, mobile cloud, cloud intelligence, academic research, educational evaluation and development in higher education

Ashiquee Mohammad Rasool, King Khalid University

Mr. Mohammad Ashiquee Rasool is lecturer and researcher scholar at King Khalid University, Saudi Arabia. His interdisciplinary research involves cloud computing, education learning and assessment in higher education.

Mansoor Shariff Mohd, King Khalid University

Dr. Mansoor Shariff is an Assistant Professor in the department of Prosthodontics, College of Dentistry, King Khalid University, Abha. He has keen interest in the field of educational research and is the representative to the Department of dental education for his specialty. He has ongoing researches in the field of teaching and methodology evaluation.

Rashid Hussain Mohammad, King Khalid University

Dr. Mohammad Rashid Hussain is Assistant Professor, Department of Information Systems, College Of Computer Science, King Khalid University, Abha, Kingdom of Saudi Arabia, received his Master of Technology degree from the Department of Computer Science & Engineering, Anna University, Chennai, India. After that he obtained his PhD degree from Bihar University, India. He was an Associate Professor in the Department of Computer Science & Engineering, ABESIT Ghaziabad, India. He is currently working as an Assistant Professor in the department of Information Systems, King Khalid University, Abha, Saudi Arabia. His research interests include Computer Networks, Information Technology and Operation Research.

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Published

2019-06-14

How to Cite

Mohiudddin, K., Rasool, A. M., Mohd, M. S., & Mohammad, R. H. (2019). Skill-Centered Assessment in an Academic Course: A Formative Approach to Evaluate Student Performance and Make Continuous Quality Improvements in Pedagogy. International Journal of Emerging Technologies in Learning (iJET), 14(11), pp. 92–106. https://doi.org/10.3991/ijet.v14i11.10275

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Section

Papers