How to Organize Course Evaluation Components to Optimize Learning Outcome: An Application of Pedagogical Theories
Lee, Jong Geun
A college- or university-level course should have several components to optimize learning outcome. Evaluation components are organized to cater the course-specific need of students. A theory-based course that is taught in traditional classroom environment should have different components in comparison to a course that is practical-based. To optimize the learning outcome of a theory-based course, components should be comprised of a specific set of activities including a set of quizzes, and exams focusing on individual performance; final projects, and case studies focusing on students' ability to work in group; and course-relevant workshop assessing students' analytical skills. The objective of this paper is to explain how these components can help assessing and optimizing learning outcome of theory-based courses of the post-secondary level.