Faculty views on developing and assessing learning outcomes at the tertiary level

Abstract

Assessing students' learning outcomes is on the agenda of higher education institutions seeking improvement of student learning. Faculty members should be well versed in developing and assessing learning outcomes and involved in ensuring success in the assessment process; however, many claim that the process interferes with academic freedom, refuse to listen, and resist change. In this article, we examine faculty views on assessing students' learning outcomes in English-medium universities in Arab countries. Online e-mail interviews were conducted with twenty-four faculty from universities in the Arab world to explore their views on the development and assessment of student learning outcomes. Results show that although some are eager to implement new processes, others are confused. Recommendations include following a gradual process beginning with a shared vision for identifying student learning outcomes and key indicators for achieving these outcomes as well as ongoing professional development for faculty. Evidence-based decisions for how to improve the process will enhance teaching and learning and lead to a culture of assessment