Research Publications Authored by SLIIT Staff
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This collection includes all SLIIT staff publications presented at external conferences and published in external journals. The materials are organized by faculty to facilitate easy retrieval.
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Publication Embargo Evaluating Teaching Content and Assessments based on Learning Outcomes(IEEE, 2020-12-10) Pallegama, P. M. O. N; Kumari, K. A. M. R; Dissanayaka, D. M. D. P. M; Ravihansi, A. V. Y; Karunasenna, A; Samarakoon, UA modularized syllabus content assigned to different units of a subject proves very useful to both teachings as well as the student community. In each module, learning outcomes are defined. In each learning outcome, lesson learning outcomes are defined. When the Teaching Content (Lecture content), Learning activities (Labs sheets and Tutorials), Final Question Papers are being made the subject learning outcome should be considered and it should be made within the subject learning outcomes. Then the teaching and learning process will be done properly. Nowadays Revised Bloom's Taxonomy standard is used to structure the Teaching Content, Learning Activities, and Final Question paper of a course in the best way. Currently, there is no proper solution to corporate above areas according to the Revised Bloom's Taxonomy. This paper discusses an automated system that provides the features to verify the module and lesson learning outcomes and their levels according to Revised Bloom's taxonomy and to verify that the teaching content and learning activities are within the learning outcomes. Beyond that, this system uses various technologies and algorithms to improve the accuracy and efficiency of this research. This automated system is able to achieve to the final outcome with the best accuracy and efficiency than the manual process.Publication Open Access RELATIONSHIP AMONG STUDENTS'LEARNING STYLE, ASSESSMENT OF LEARNING OUTCOMES AND STUDENTS'PERFORMANCES(Horizon Campus, National School of Business and Management , Sri Lanka, 2017) Peiris, S; Peiris, C. N; Wickramasinghe, SLearning Outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably be demonstrated at the end of a course or a program. In other words, learning outcomes identify what a learner will know and will be able to do by the end of a course or a program. Assessment is a systematic process of looking at student achievements within and across courses by gathering, interpreting and using information about student learning for educational improvement Curriculum is a planned educational experience in a given discipline implemented within a specified time period to foster the desired academic & professional development of learners in that discipline. Our main objective is to train quality specialists capable to meet the national/international requirements. This paper extensively discusses the importance of assessment, learning outcomes, students‟ learning styles and the relationship between Students‟ Learning Style and the assessment of Student Learning Outcomes. The survey outcomes depict that the identification of Students‟ Learning Style is very important during early stage of a module as it is greatly helpful to prepare assessments and teaching methods which can be used in delivering the module. Students with different learning styles perform differently during assessments in practical and theoretical classes. Most of the lecturers do their best to finish the module according to the given time period. But the important thing is how students achieve the learning outcomes of the particular module. By considering these aspects, it is clear that there is a close relationship among Students‟ Learning Style, Assessment of Student Learning Outcomes and Students‟ Performances.