Abstract:
This study explores whether the types of assessments and the number of assessments given per semester
influence the fashion of achieving CLOs scores or not. Considering here CLO scores are primarily a key
that determines the quality of a course taught at the bachelor’s level, a quality which is emancipated at the time
of compiling the final results. The association between student outcome and adequacy of CLO score,
determined while analyzing results for the course CSM 216 is incredibly interesting. Overall, the
study spanned around two sections of students, CSM-216-325, and CSM-216-326, and quite obvious
relevance in assessments versus CLO’s is observed. Two more concerns arise consequently, first is the
variety of assessments, and second is the timings of assessments that are affecting CLO’s score
prominently, as measured by the evolutionary matrix. There were no significant variances found in
CLO score while operating on three measuring scales including distribution on examinations only,
distribution on 80% of assessments, and distribution on 100% of assessments. Prime differences are
obtained only when including all the weekly assessments, counting the planned & surprised quizzes along
with scheduled exams, and weightage for abrupt responses.
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Keywords:
CLO stands for Course Learning Outcomes, assessment distribution, CLOs Score,
Mapping CLOs, SO is for students’ outcomes |
