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Avi J. Cohen. (2024) What do we want students to (know and) be able to do: Learning outcomes, competencies, and content in literacy-targeted principles courses. The Journal of Economic Education 55:2, pages 128-145.
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Aniekan Essien, Oyegoke Teslim Bukoye, Xianghan O’Dea & Marios Kremantzis. (2024) The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education 0:0, pages 1-18.
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Austin Heil, Cara Gormally & Peggy Brickman. (2023) Low-Level Learning: Leaving Behind Nonscience Majors. Journal of College Science Teaching 52:7, pages 96-102.
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Pooja Rana, Mithilesh Kumar Dubey, Lovi Raj Gupta & Amit Kumar Thakur. (2023) A model to combine qualitative and quantitative measures in education for better assessment of learning outcomes. Interactive Learning Environments 0:0, pages 1-31.
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Megan Barnard, Emma Whitt & Stephanie McDonald. (2021) Learning objectives and their effects on learning and assessment preparation: insights from an undergraduate psychology course. Assessment & Evaluation in Higher Education 46:5, pages 673-684.
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Colin Loughlin, Simon Lygo-Baker & Åsa Lindberg-Sand. (2021) Reclaiming constructive alignment. European Journal of Higher Education 11:2, pages 119-136.
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Dillip Kumar Das. (2021) Constructive Alignment for Deep Learning in Undergraduate Civil Engineering Education. African Journal of Research in Mathematics, Science and Technology Education 25:1, pages 77-90.
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Martin G. Erikson & Malgorzata Erikson. (2019) Learning outcomes and critical thinking – good intentions in conflict. Studies in Higher Education 44:12, pages 2293-2303.
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Man Ho Adrian Lam & Ho Ting (Bosco) Hung. Comparative Analysis of the Undergraduate Political Science Research Methodology Course Syllabi among Hong Kong Universities. Journal of Political Science Education 0:0, pages 1-30.
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Samson Damilola Fabiyi. What can ChatGPT not do in education? Evaluating its effectiveness in assessing educational learning outcomes. Innovations in Education and Teaching International 0:0, pages 1-15.
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Huong Thi Pham & Phuong Vu Nguyen. ASEAN quality assurance scheme and Vietnamese higher education: a shift to outcomes-based education?. Quality in Higher Education 0:0, pages 1-28.
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Austin David Heil & Anne Lindsay. (2024) A Tool to Characterize Learning Objectives in Marine Science Education: Marine Science Learning Objectives Tool (MS-LOT). Current: The Journal of Marine Education 39:1.
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Sevillia S Felicen. (2023) Assessment of student outcomes for bachelor of science in international hospitality management specialized in Hotel and Restaurant Administration (HRA) of academic year 2013-2017. International Journal of Research Studies in Management 11:6.
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H. S. Zaghloul. (2023) Assessment of CLOs, PLOs, ILOs, SLOs: An academic programme for educational theatre as a model. The Education and science journal 25:6, pages 99-125.
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Mei Lin, Lana Y J Liu & Thinh Ngoc Pham. (2023) Towards developing a critical learning skills framework for master's students: Evidence from a UK university. Thinking Skills and Creativity 48, pages 101267.
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Alev ORHAN & Nuray SENEMOĞLU. (2022) Öğretim Elemanlarının Öğretim Hizmetinin Niteliğini Değerlendirmesi Ölçeğinin GeliştirilmesiDeveloping the Rating Scale for the Quality of Teaching Services of Instructors. Journal of Computer and Education Research 10:20, pages 693-715.
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Lee Peters, Ana Sergio Da Silva & Philip Mark Newton. (2022) What is the scope of teaching and training of undergraduate students and trainees in point of care testing in United Kingdom universities and hospital laboratories?. PLOS ONE 17:8, pages e0268506.
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Dhivya Chandrasekaran & Vijay Mago. (2022) Automating Transfer Credit Assessment-A Natural Language Processing-Based Approach. Computers, Materials & Continua 73:2, pages 2257-2274.
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Yanyue Yuan & Guangyu Wu. (2021) Potentials and problems of teaching design thinking as massive open online courses in the Chinese context. SN Social Sciences 1:6.
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Fernando E. Colina & Gerardo L. Blanco. (2021) Accountability compliance, and student learning as competing rationales for assessment: a case study of us tuning in practice. Tertiary Education and Management 27:2, pages 129-142.
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Sebastián Pizard, Fernando Acerenza, Ximena Otegui, Silvana Moreno, Diego Vallespir & Barbara Kitchenham. (2021) Training students in evidence-based software engineering and systematic reviews: a systematic review and empirical study. Empirical Software Engineering 26:3.
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K.M. Hammond & S. Brown. (2021) Transitioning to learning outcomes at the coalface: An academic’s quantitative evaluation at the course level. Studies in Educational Evaluation 68, pages 100961.
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Jisun Jung. (2020) Master’s Education in Hong Kong: Access and Programme Diversity. Higher Education Policy 33:4, pages 711-733.
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Teresa Yi-jung Hsieh. (2019) Theoretical and practical considerations in the design of an intercultural communication course. Australian Review of Applied Linguistics 42:2, pages 171-191.
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