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All Journal International Journal of Evaluation and Research in Education (IJERE)
Hasanuzzaman Tushar
International University of Business Agriculture and Technology
Education

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Automating assessment and evaluation for a bachelor’s degree program Mozaffar A. Chowdhury; Kazi Khaled Shams Chisty; Hasanuzzaman Tushar; Kazi Md Fahim Ahmed; Shaikh Sabbir Ahmed Waliullah
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25479

Abstract

Outcome-based education (OBE) makes learning happen and measures automating assessment and evaluation system. The objective of the study is to assess student’s learning in International Finance course and report OBE and propose strategies for continual quality improvement (CQI). In this study, a widely accepted self-developed spreadsheet used to measure course learning outcomes (CLO) and program learning outcomes (PLO) of international finance in a bachelor’s degree program of fall 2021. The method of sampling technique is purposive and a sample of 27 students have been considered for the analysis. Using direct method on specific parameters (quiz, assignment, presentation, and exams), an overall CLO attainment has been measured and compared with a targeted key performance indicators (KPI) (70% is set). Findings reveal that the first three out of five CLO have met the standard KPI. However, a CQI has been proposed for further improvement of CLO. Also, future works proposed to instrument CQI processes, engage industry experts and external OBE experts from foreign universities. Program self-assessment is mandatory for quality assurance at university and also preparation for accreditation of the program needs self-assessment. Therefore, CLO is mandatory for assessment and evaluation urgently.
Integrating generative AI in higher education for lifelong learning Mozaffar Alam Chowdhury; Toong Hai Sam; Md. Sohel Rana; Khan Sarfaraz Ali; Whee Yen Wong; Hasanuzzaman Tushar
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.36796

Abstract

This study investigates the impact of generative artificial intelligence (GenAI) on learning outcomes (LO) and lifelong skills (LLS) within higher education, emphasizing ethical considerations. Employing a quantitative approach, data was collected from 180 students via a questionnaire, examining their AI usage in education. Structural equation modeling (SEM) using SmartPLS 4.1.0.9 was used to analyze the relationship between GenAI use, LO, and LLS. Findings reveal that GenAI can enhance LO, personalize learning experiences, and contribute to developing crucial LLS. However, the study highlights the importance of ethical guidelines to prevent academic dishonesty. This research contributes to the existing literature by exploring the link between GenAI use, LO, and the development of LLS. Practically, it demonstrates that ethical GenAI use promotes both LO and LLS among higher education students, aligning with the sustainable development goals (SDGs) of inclusive and equitable quality education and lifelong learning opportunities.
Co-Authors Kazi Khaled Shams Chisty Kazi Md Fahim Ahmed Khan Sarfaraz Ali Md. Sohel Rana Mozaffar A. Chowdhury Mozaffar Alam Chowdhury Shaikh Sabbir Ahmed Waliullah Toong Hai Sam Whee Yen Wong