Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module

References

• Abuaiadah, D., Burrell, C., Bosu, M., Joyce, S., & Hajmoosaei, A. (2019). Assessing learning outcomes of course descriptors containing object-oriented programming concepts. New Zealand Journal of Educational Studies, 54(2), 345–356. https://doi.org/10.1007/s40841-019-00139-y
   Web of Science ®Google Scholar
• Alquraan, M. F. (2014). A cross-cultural study of students’ perceptions of assessment practices in higher education. Education, Business and Society, 7(4), 293–315. https://doi.org/10.1108/EBS-08-2014-0044
   Google Scholar
• Beaumont, H., Evans, H., & Johnson, R. (1997). Introduction to Educational research. In J. Blake & C. McKenzie (Eds.), The Joint Board of Teacher Education. Distance Education Centre, Mona University of the West Indies.
   Google Scholar
• Brunton, J., Brown, M., Costello, E., & Walsh, E. (2016). Designing and developing a programme-focused assessment strategy: A case study. Open Learning: The Journal of Open, Distance & E-Learning, 31(2), 176–187. https://doi.org/10.1080/02680513.2016.1187593
   Web of Science ®Google Scholar
• Campbell, C. M., & Cabrera, A. F. (2014). Making the mark: Are grades and deep learning related? Research in Higher Education, 55(5), 494–507. https://doi.org/10.1007/s11162-013-9323-6
   Web of Science ®Google Scholar
• Carr, J. D., Cheshire, H. M., Bailey, D. J., Hess, G. R., Devine, H. A., & Adams, H. L. (2014). Assessing learning outcomes related to geospatial science using students’ deliverables. Natural Sciences Education, 43(1), 95–101. https://doi.org/10.4195/nse2013.08.0026
   Google Scholar
• Carter, S. D. (2014). Doctoral programs outcomes assessment: An approach to assessing program inputs, learning objectives, and postgraduation outcomes. Journal of Assessment and Institutional Effectiveness, 4(2), 160–182. https://doi.org/10.5325/jasseinsteffe.4.2.0160
   Google Scholar
• Caspersen, J., Frølich, N., Karlsen, H., & Aamodt, P. O. (2014). Learning outcomes across disciplines and professions: measurement and interpretation. Quality in Higher Education, 20, 195–215.
   Google Scholar
• Caspersen, J., Smeby, J., & Olaf Aamodt, P. (2017). Measuring learning outcomes. European Journal of Education, 52(1), 20–30. https://doi.org/10.1111/ejed.12205
   Web of Science ®Google Scholar
• Cervai, S., Cian, L., Berlanga, A., Borelli, M., & Kekäle, T. (2013). Assessing the quality of the learning outcome in vocational education: The expero-model. Journal of Workplace Learning, 25(3), 198–210. https://doi.org/10.1108/13665621311306565
   Google Scholar
• Cole, A. L. (1997). Impediments to reflective practice towards a new agenda for re-search on teaching. Teachers and Teaching; Theory and Practice, 3(1), 7–27. https://doi.org/10.1080/1354060970030102
   Google Scholar
• Demchuk, A., Karavaeva, Y., Kovtun, Y., & Rodionova, S. (2015). Competencies, learning outcome sand forms of assessment: The use of tuning methodology in Russia. Tuning Journal for Higher Education, 3(1), 149–185. https://doi.org/10.18543/tjhe-3(1)-2015pp149-185
   Google Scholar
• Denscombe, M. (1998). The good research guide: For small-scale research projects. Open University Press.
   Google Scholar
• Dobbins, K., Brooks, S., Scott, J. J., Rawlinson, M., & Norman, R. I. (2014). Understanding and enacting learning outcomes: The academic’s perspective. Studies in Higher Education, 1–19.
   Web of Science ®Google Scholar
• Elder, L., & Paul, R. (1994). Critical thinking: Why We must Transform Our teaching. Journal of Developmental Education, 18(1), 34–35. Retrieved July 26, 2021. from. http://www.jstor.org/stable/42775541.
   Google Scholar
• El Marsafawy, H., Roy, R., & Ali, F. (2022). Measuring learning outcomes: Bridging accreditation requirements and LMS functionalities. Quality Assurance in Education, 30(4), 555–570. https://doi.org/10.1108/QAE-11-2021-0186
   Web of Science ®Google Scholar
• Guba, E. G., & Lincoln, Y. S. (1998). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research: Theories and issues (pp. 105–107). Sage.
   Google Scholar
• Halpern, D. F., & Halpern, D. F. (2003). Thought & knowledge: An introduction to critical thinking (4th ed.). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410606433
   Google Scholar
• Hay, I. (2012). Over the threshold—setting minimum learning outcomes (benchmarks) for undergraduate geography majors in Australian universities. Journal of Geography in Higher Education, 36(4), 481–498. https://doi.org/10.1080/03098265.2012.691467
   Web of Science ®Google Scholar
• Holmes, A. G. (2019). Learning outcomes–a good idea, yet with problems and lost opportunities. Educational Process: International Journal, 8(3), 159–170. https://doi.org/10.22521/edupij.2019.83.1
   Google Scholar
• Hyrkas, K., Tarkka, M. T., & Ilmonen, P. M. (2001). Teacher candidates’ reflective teaching and learning in a hospital setting-changing the pattern of practical training; a challenge of growing into teacher-hood. Journal of Advanced Nursing, 33(4), 503–511. https://doi.org/10.1046/j.1365-2648.2001.01684.x
   PubMed Web of Science ®Google Scholar
• Ibrahim, W., Ibrahim, W., Zoubeidi, T., Marzouk, S., Sweedan, A., & Amer, H. (2022). An online management system for streamlining and enhancing the quality of learning outcomes assessment. Education and Information Technologies, 27(8), 11325–11353. https://doi.org/10.1007/s10639-022-10918-8
   PubMed Web of Science ®Google Scholar
• Johnson, J. E., & Envick, B. R. (2014). Assessing the learning goal outcomes of an interdisciplinary entrepreneurship cohort program: A comprehensive survey approach. Journal of Entrepreneurship Education, 17(1), 135–149.
   Google Scholar
• Lile, R., & Bran, C. (2014). The assessment of learning outcomes. Procedia – Social & Behavioral Sciences, 163, 125–131. https://doi.org/10.1016/j.sbspro.2014.12.297
   Google Scholar
• Martin, L., & Mahat, M. (2017). The assessment of learning outcomes in Australia: Finding the Holy Grail. AERA Open, 3(1), 2332858416688904. https://doi.org/10.1177/2332858416688904
   Web of Science ®Google Scholar
• Ndoye, A. (2013). Promoting learning outcomes assessment in higher education: Factors of success. Journal of Assessment and Institutional Effectiveness, 3(2), 157–175. https://doi.org/10.5325/jasseinsteffe.3.2.0157
   Google Scholar
• Powell, E. T., & Renner, M. (2003). Analyzing qualitative data. University of Wisconsin Extension USA. (July 4, 2022). Retrieved from Analyzing Qualitative Data (G3658-12) (deltastate.edu).
   Google Scholar
• Rani, C. N. (2020). 45. A study on outcome-based education – issues and challenges. International Review of Business and Economics, 4, 271–279.
   Google Scholar
• Savic, M., & Kashef, M. (2013). Learning outcomes in affective domain within contemporary architectural curricula. International Journal of Technology and Design Education, 23(4), 987–1004. https://doi.org/10.1007/s10798-013-9238-8
   Web of Science ®Google Scholar
• Scholl, K., & Olsen, H. M. (2014). Measuring student learning outcomes using the SALG instrument. SCHOLE: A Journal of Leisure Studies and Recreation Education, 29(1), 37–50. https://doi.org/10.1080/1937156X.2014.11949710
   Google Scholar
• Schön, D. A. (1983). Reflective practitioner. Basic Books.
   Google Scholar
• Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass.
   Google Scholar
• Souto-Outero, M. Learning outcomes: Good, irrelevant, bad or none of the above?. (2012). Journal of Education & Work, 25(3), 249–258. (Editorial). https://doi.org/10.1080/13639080.2012.689648
   Google Scholar
• Stanley, J. (2015). Learning outcomes — from policy discourse to practice. European Journal of Education, 50, 404–419.
   Web of Science ®Google Scholar
• Zeichner, K. M., & Liston, D. P. (Eds.). (1996). Reflective teaching: An introduction. Lawrence Erlbaum Associates.
   Google Scholar
• Zlatkin-Troitschanskaia, O., Pant, H. A., & Coates, H. (2016). Assessing student learning outcomes in higher education: Challenges and international perspectives. Assessment & Evaluation in Higher Education, 41(5), 655–661. https://doi.org/10.1080/02602938.2016.1169501
   Web of Science ®Google Scholar