Undergraduate Course Learning Outcomes Assessment At The University Of California Berkeley

Based on the constructivism theory,teaching and learning theories,and the multiple intelligence theory,this study aims to examine undergraduate curriculum learning outcomes and their assessment in the Engineering and Economics programs at the University of California,Berkeley(UCB).The study focuses on three areas: 1)whether UCB faculty have clearly define student learning outcomes,2)how to assess student learning outcomes if they were defined,and 3)what assessment methods are used to assess pre-predefined learning outcomes.The research results show that undergraduate instructors of Economics and Engineering programs at UCB clearly describe the students' curriculum learning outcomes and assessment methods.Among investigated instructors,97.7% clearly state curriculum learning outcomes,and 77% clearly stated learning outcomes assessment methods.It is also found that faculty in these two programs clearly articulate the relationship between course learning outcomes assessment and program's overall educational objectives and learning outcomes,they also appropriately incorporate application ability,problem solving ability,communication skills,critical thinking ability from professional education into their learning outcomes assessment.The results also indicate that faculty in these programs use a variety of methods to assess.Among a dozen of them,mid-term exams,final exams,and project papers are the most frequently used ones,also accounting for the highest proportion of the overall score.It is also important to note that these assessment methods include direct assessment,indirect assessment,formative assessment and summative assessment.The findings suggest that faculty in China are expected to clearly develop and explain students' course learning outcomes and assessment methods.It is also important that faculty in China should clearly describe the relationship between course learning outcomes and program's overall educational objectives.In addition,faculty in China should use diversified assessment methods when assessing students' course learning outcomes,and combine direct assessment with indirect assessment,formative assessment with summative assessment to fully understand student learning and generate insightful information for improvement in teaching and learning.