Vol.11, No.2, May 2022.                                                                                                                                                                                   ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

A Systematic and Quantitative Method to Measure the Achieved Program Learning Outcomes in Higher Education


Ramzi Naim Nasser, Biju Theruvil Sayed Mohd


© 2022 Ramzi Naim Nasser, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 11, Issue 2, Pages 574-584, ISSN 2217-8309, DOI: 10.18421/TEM112-11, May 2022.


Received: 05 January 2022.

Revised:   27 March 2022.
Accepted: 01 April 2022.
Published: 27 May 2022.




This study calculates the level of academic program learning outcomes achieved through a course/module/unit within a higher education institution. The study draws on hypothetical data (secondary data), of a computer science course. The approach of the study demonstrates an empirical, reliable, and robust method to measure the level of program learning outcomes delivered and achieved. The method to calculate the level of learning outcomes uses a graded hypothetical assessment, charted in a specification table. The percentage covered is the ratio of the course learning outcome covered by the assessment then multiplied by the probability of a course learning outcome to occur in program learning outcome. The method is based on several specification table alignments between course learning outcomes and program learning outcomes. Embedded in the specification tables is assessment data that reflect what is covered and achieved of the curriculum. The originality of this study is that it posts a robust methodology to calculate objectively the achieved learning outcomes. The findings lead us to think in new ways to reconceptualize how students are assessed in higher education. Thus, rather than assess students on how they achieve on course tests and other tasks; students can be assessed on the learning outcomes they have achieved.


Keywords –course learning outcomes, program learning outcomes, delivered curriculum, attained curriculum, specification tables, curriculum maps.



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