Facilitating Formative Assessment Through Learning Paths Extracted From a Logical Structure of Intended Learning Outcomes

This paper argues that facilitating learners with suggested learning paths extracted from a logical structure of intended learning outcomes, enables learners not only to achieve their learning goals but also to support formative assessment and self-directed learning. The paper explores the issue of applying outcome-based education to assessment, and using intended learning outcome to support formative assessment and self-directed learning. The proposed logical structure of intended learning outcomes and learning paths extraction are introduced and exemplified. Finally, formative assessment facilitating learners through suggested learning paths is proposed and discussed.

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