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Learning Outcomes Management System (LOMS)

Learning Outcomes Management System (LOMS). Acad. Year 2008-09 Term1 Self-Assessment Feedback January 2009. Agenda. Participation Results of Self-Assessment Term1 What went well What is our next effort Your Feedback from Term 1 Term 2 Schedule Q & A.

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Learning Outcomes Management System (LOMS)

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  1. Learning OutcomesManagement System (LOMS) Acad. Year 2008-09 Term1 Self-Assessment Feedback January 2009

  2. Agenda • Participation Results of Self-Assessment Term1 • What went well • What is our next effort • Your Feedback from Term 1 • Term 2 Schedule • Q & A

  3. Participation Results of Self-Assessment Term1 • We had 25 LOMS Champions for 255 BSc(ISM) students • 92% of Year 1 students did their self-assessment at the end of their Year 1 Term 1 • Excellent participation of Year 1 students

  4. Agenda • Participation Results of Self-Assessment Term1 • What went well • What is our next effort • Your Feedback from Term 1 • Term 2 Schedule • Q & A

  5. What went well • We had very good participation at end of Term 1 Thanks to LOMS Champions persistence. • Self-assessments are overall filled-in more appropriately

  6. Agenda • Participation Results of Self-Assessment Term1 • What went well • What is our next effort • Your Feedback from Term 1 • Term 2 Schedule • Q & A

  7. What is our next effort • Continue to improve the quality of the way students fill-in their self-assessments • Sustainthe LOMS Initiative over the 4 years of studies Remember, being a LOMS champion gives YOU hands-on experience with LO # 6

  8. What is our next effort • In introducing any kind of IS system, adoption takes time. It doesn’t get accepted and understood immediately. • The need to make refinements over time is very common in IS Systems introduction.

  9. Improvement – “My Relevant Experiences” The field called “My Relevant Experiences” needs to be filled-in more appropriately. • Specify aspects of courses contribution • Mention what you are able to do and NOT what has been taught • Don’t be too general nor too lengthy • Don’t list ALL courses, update at each self-assessment • Watch English expression and typos

  10. 1.Specify Aspects of Course Contributions Note the student only listed the course title that provided experience related to the sub-skill. But what specific aspect of the course contributed to the development of each particular sub-skill?

  11. Example of specific aspect of course contributions Note: The student gives the title of the relevant course, and also lists the specific aspect of the course that contributed to the development of the sub-skill.

  12. Remember Be explicit as to what part, assignment or project of the course helped you to develop that particular sub-skill. Otherwise it is not useful to see only the title of the same course repeated over and over. There is a transcript for that!!!!

  13. 2. Mention What you are Able to Do 2.3 Implementation skills : IS200 - IS Software Foundations : I was taught … Note: The student says what has been taught to him. This does not give information of what he is able to do. Note: The student mentions that he did some writing throughout his education. Does that mean he masters it?

  14. 2. Mention What you are Able to Do 2.3 Implementation skills : IS200 - IS Software Foundations : Through an individual project, I demonstrated the ability to create a simple command line application (Point of Sale). Note: The student says what he is able to do.

  15. 3. Don’t be Too General nor Lengthy Note: Maybe a bit too wordy. Keep details for a face to face interview!

  16. 3. Don’t be Too General nor Lengthy Example of appropriate content and length Faculty Engineering at Polytechnic – My final year project gave me the opportunity to implement a simple C program (Sales Reporting System). IS200 IS software Foundations – I have acquired basics of Java and Web Programming which allowed me to design and implement a simple shopping cart application and a simple website for community club with community blogs page. Note: Be clear and go to the point!

  17. 4. Do Not List All the Courses You Have Taken Note: The student indicated 4 items already just for Year 1 Term1. What will it be in Year 4 then?

  18. 4. Do Not List All the Courses You Have Taken • Numerous Opportunities to practice group effectiveness and work products: • All group projects of the undergraduate curriculum • Community Service Project (indicate what it is about) • Collaboration with a group of Dancers • Various research project (company marketing strategy) Note: Present in a concise way

  19. 4. Do Not List All the Courses You Have Taken Remember: • After a few semesters, you may have several courses that contributed to develop a particular skill to some extent. • Nevertheless select the most influential ones in these dimensions.

  20. 5. Watch English Expression • Re-Read what you have just written ! • Remove Typos • Don’t write like you speak!

  21. Conclusion • My Relevant Experiences There is no Right nor Wrong answer. Adapt the answer to your own style and to your own experience! * Make it explicit but not too long * Attractive for a reader interested to know who you are and what you are really able to do *Where appropriate, delete the content from older examples that now seem less compelling compared to your more recent examples.

  22. Remember These Five Points! The field called “My Relevant Experiences” needs to be filled-in more appropriately. • Specify aspects of courses contribution • Mention what you are able to do and NOT what has been taught • Don’t be too general nor too lengthy • Don’t list ALL courses, update at each self-assessment • Watch English expression and typos

  23. Agenda • Participation Results of Self-Assessment Term1 • What went well • What is our next effort • Your Feedback from Term 1 • Term 2 Schedule • Q & A

  24. Your Feedback from Term 1 • We want to hear from you! • What challenge did you get being a LOMS Champion? • What good experience did you get being a LOMS Champion? • How could we improve LOMS self-assessment process?

  25. Agenda • Participation Results of Self-Assessment Term1 • What went well • What is our next effort • Your Feedback from Term 1 • Term 2 Schedule • Q & A

  26. Term 2 - 2009 Schedule • Year 1 students completion of self-assessments and provide self-assessment hardcopy to LOMS Champions • During week 6 - 7 • LOMS Champions to collect - analyze results – give student feedback • During week 8 • Year 1 students to correct their self-assessment according to feedback • During week 9 • LOMS Champions to provide final reports to Joelle with Result sheet • During week 10 - 11 • Joelle to analyze results • During week 12 - 15

  27. Agenda • Participation Results of Self-Assessment Term1 • What went well • What is our next effort • Your Feedback from Term 1 • Term 2 Schedule • Q & A

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