Development and Assessment of Learning Outcomes of Graduate Course on Structural Rehabilitation
Learning outcomes of a civil engineering graduate-level course on rehabilitation of structures are presented and assessed in this paper. The course is offered to Master’s students by the Civil and Environmental Engineering (CEE) Department at the United A
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ssessment for Learning Within and Beyond the Classroom Taylor’s 8th Teaching and Learning Conference 2015 Proceedings
Assessment for Learning Within and Beyond the Classroom
Siew Fun Tang Loshinikarasi Logonnathan •
Editors
Assessment for Learning Within and Beyond the Classroom Taylor’s 8th Teaching and Learning Conference 2015 Proceedings
123
Editors Siew Fun Tang Taylor’s University Subang Jaya, Selangor Darul Ehsan Malaysia
ISBN 978-981-10-0906-8 DOI 10.1007/978-981-10-0908-2
Loshinikarasi Logonnathan Taylor’s University Subang Jaya, Selangor Darul Ehsan Malaysia
ISBN 978-981-10-0908-2
(eBook)
Library of Congress Control Number: 2016939376 © Springer Science+Business Media Singapore 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd.
Preface
Assessment is widely recognized as an important process that can either optimize or inhibit learning, depending on how it is applied. Within this space, there has been much discussion on the concept of Assessment for Learning. While assessment has traditionally been thought of as occurring at the end of a learning cycle, many educational institutions have re-examined the way they think about assessment to better emphasize its role in supporting the next stages of learning. In principle, Assessment for Learning promotes the idea that students will improve most if they understand their learning target, where they are in relation to this target and how they may close their gap in their knowledge. Educators, in the process, must then use assessment information to not only provide students valuable feedback for their learning, but also adjust their teaching strategies accordingly and consider more carefully how they use learning activities in their classrooms. This year, the Taylor’s 8th Teaching and Learning 2015 (TTLC2015) has chosen to focus on “Assessment for Learnin
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