Title

Evaluation of a learning outcomes taxonomy to support autonomous classification of instructional activities

Document Type

Conference Proceeding

Publisher

Australisian Society for Computers in Learning in Tertiary Education (ASCILITE)

Place of Publication

Australia

School

School of Arts and Humanities

RAS ID

23402

Comments

Originally published as: McMahon, M., & Garrett, M. Evaluation of a learning outcomes taxonomy to support autonomous classification of instructional activities. In 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (p. 421) Australia: University of South Australia.

Abstract

With an increased focus on assuring the quality of student achievement in higher education, there is a commensurate need for tools to assist academics in understanding the nature of assessment and how it can provide evidence of student learning outcomes. This paper describes research conducted the Instructional Activity Matrix; a taxonomy that was developed as the basis of a learning support tool, Maestro, that automatically analyses outcomes and assessment statements to show the cognitive level and nature of knowledge inherent in them. Findings indicate that the matrix is a valid tool for defining the nature of learning outcomes and had value in clarifying the nature of assessment and outcomes. However, issues identified with the inherent ambiguity of some instructional statements and their contextually-laden language provided insights into how Maestro will need to be refined to provide appropriate support for teachers, with a range of experience across multiple disciplines.

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