Aim/Purpose: During the education of future engineers and experts in the field of computer science and information communication technology, the achievement of learning outcomes related to different levels of cognitive ability and knowledge dimensions can be a challenge. Background: Teachers need to design an appropriate set of activities for…

The article describes the process of incorporating a set of learning outcomes into a geotechnical engineering course. The outcomes were developed using Bloom's taxonomy and define the knowledge, skills, and abilities the students are expected to achieve upon completion of the course. Each outcome begins with an action-oriented verb corresponding…

It is now widely recognized that assessment and the feedback play key roles in the learning process. However, assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example of an assessment-based approach to teaching and learning employed for a course entitled "English as an International…

Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments…

This article reports a small-scale study into the functions of the plenary session. It offers information about the ways that plenary sessions are being understood and implemented in one school, and offers an example of the usefulness of small-scale, school-based projects for enhancing reflectiveness and sharing perspectives among a staff group.…

The grammar course objectives at Brigham Young University's English Language Center (ELC) are a list of grammar structures for each level that students are expected to be able to master. These objectives currently are only measured by pencil-paper grammar tests, providing information regarding receptive grammar ability only. Therefore, there is a…

This paper addresses some real assessment challenges that teachers have identified: (1) Figuring out what really is important for students to know and be able to do in history; (2) Teaching the skills of "doing history" in a world of testing that often seems to value only factual knowledge; (3) Identifying and using assessments that provide…

This article presents a model of formative task-based language assessment implemented in the Chinese language program at the University of Iowa. The model was conceptualized from both empirical evidence, namely previous research done by other team members and me, and assessment theory, namely task-based learning and testing. Our formative…