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- W2107202893 abstract "In higher education, course objectives are seldom explicitly stated. Consequently, it is almost impossible to indicate which objectives have been attained by the students at the end of a course. Thus, there is often a need to establish, post facto, which objectives were pursued by the teachers and attained by the students. This need is especially important where a new instructional method is weighed against the usual one or where the identification of critical impact points for improving an existing instructional method is the intent. An analysis of course examinations over several years can provide good insight about the objectives teachers have pursued, because the examination items can be considered operationalizations of the pursued objectives. And, by analyzing achievement on the examination problems, it is possible to determine which objectives the students have attained. In #3of this paper a method pertaining to objective identification and analysis will be discussed. Thus a framework will be developed by which post factor objectives can be determined and students' attainment of the objectives can be assessed. The method can also be used for examining the quality of instruction ~see #5). Starting point for the analysis is to make a clear distinction between necessarily subjective prior judgments and following rational derivation of relevant conclusions which are consistent with these judgments and with the data. This subjective moment is located in the choice of values for three parameters (~, B and y; see #3.2 and 3.4). Using this method, we are able to determine mathematics course objectives and attainment of the objectives by the group of students who passed the course ~see #4). The results of this study are based on mathematics courses to firstyear engineering students in the period 1970-1973, using the traditional format of lectures, discussion groups and open question examinations. The explorative character of this research suggests that conclusions from the data have to be considered illustrations of the type of questions that can be analyzed within the proposed framework." @default.
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- W2107202893 date "1980-01-01" @default.
- W2107202893 modified "2023-09-27" @default.
- W2107202893 title "Retrospective course evaluation by analysis of examination results" @default.
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- W2107202893 doi "https://doi.org/10.1016/0191-491x(80)90016-4" @default.
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