Curriculum, Teaching Methods, and Assessment in Arabic Language Education: A Department-Level Quality Assurance Evaluation
Öz
Outcome‑Based Education (OBE) places less emphasis on teaching activities and more on evidence that students can demonstrate. Consequently, assessment must capture knowledge together with professional dispositions and observable teaching/language performance. At program level, attempts to link holistic assessment with institutional indicators are often goal‑biased and rarely documented end‑to‑end. We use Goal‑Free Evaluation (GFE) to examine how a 40–30–30 (cognitive–affective–psychomotor) assessment system performs in the Arabic Language Education program at Universitas Islam Riau (UIR) and how well it aligns with the quality‑assurance (QA) cycle (Determination, Implementation, Evaluation, Control, and Improvement (DIECI)) and graduate outcomes. A descriptive‑dominant mixed‑methods design was used across three academic years (Y‑2 to Y; 2022–2023 to 2024–2025). Data comprised verified academic records (Grade Point Average (GPA), on‑time graduation, 144 credits), QA documents (Program Learning Outcome (PLO)→Course Learning Outcome (CLO)→sub‑CLO mapping; monitoring, internal audits/management reviews), micro‑teaching artifacts (≥4 practice sessions/semester; ≥10 core skills; B‑ threshold), a student satisfaction survey (N=179; five service dimensions), and a tracer study (42 graduates; 39 responses). Analyses were descriptive with cross‑source triangulation to ensure traceability. Cohort GPA remained high (Y‑2: 3.73; Y‑1: 3.69; Y: 3.78); on‑time graduation reached 52% in Y; ≥75% of respondents rated services “very good” across dimensions; the micro‑teaching ecosystem operated to program standards; tracer coverage was 92.86%, placement 97.5%, and mean time‑to‑job 4.8 months. A PLO→CLO‑aligned holistic portfolio embedded in the DIECI cycle supports academic performance, service climate, and work readiness. We recommend rubric standardization and digitized e‑portfolios, assessor moderation, an analytics dashboard linking PLO→CLO→tasks→scores→outcomes, and subsequent reliability (alpha/ICC) and longitudinal studies. The study’s novelty lies in program‑level use of GFE to evidence quality assurance (QA)–assessment–outcome linkages in an Islamic–Malay context.
Anahtar Kelimeler
Outcome‑Based Education, Goal‑Free Evaluation, holistic assessment, constructive alignment, micro‑teaching, quality assurance
Kaynakça
- Zlatkin-Troitschanskaia, O., Shavelson, R. J., Schmidt, S., & Beck, K. (2019). On the complementarity of holistic and analytic approaches to performance assessment scoring. British Journal of Educational Psychology, 89(3), 468–484. https://doi.org/10.1111/bjep.12286