S. Burbekova


The article gives an overview of Astana IT University’s (AITU) experience in performing the teaching conditions for achieving the learning outcomes. The introduction of a competency-based approach to the formation and assessment of learning outcomes has led to a new system of training and assessment tools. Stakeholdership as a modern mechanism, the problem of focusing on employers’ needs, the stages of the education programme (EP) development and the criteria for assessing the learning outcomes achievement are discussed in details. The quality of education is determined by the quality of the results of the educational process, where the educational achievements of students and the qualifications of graduates become the main components of education quality. The purpose of the study is aimed to summarize the practice of using assessment tools as the key factors and conditions for establishing learning outcomes. The research methodology used is quantitative and qualitative data analysis as well as analysis of class observation in AITU done within the research on learning outcomes achievement. The choice and design of teaching technology are primarily determined by the type of students’ competencies, characteristics of the planned learning outcomes for each level of competence (knowledge, skills, and experience). Constant improvement of EP content and educational technologies as a key factor of education services quality is a vital demand.

Ключевые слова

stakeholdership, assessment tools, learning outcomes, students’ competencies, design of teaching technology, competency-based approach

Полный текст:

PDF PDF (English)


Freeman, R.E. (1984). Strategic management: A stakeholder approach. Boston: Harper Collins.

Shavelson, R. J. (2010). On the measurement of competency. Empirical research in vocational education

and training, 2(1), 41-63.

Hussey, T., & Smith, P. (2008). Learning outcomes: a conceptual analysis. Teaching in higher

education, 13(1), 107-115. doi: 10.1080/13562510701794159.

Prøitz, T.S. (2010). Learning outcomes: What are they? Who defines them? When and where are

they defined?. Educational assessment, evaluation and accountability, 22(2), 119-137. doi: 10.1007/s11092-010-9097-8.

Dawkins, P., Hurley, P., & Noonan, P. (2019). Rethinking and revitalising tertiary education in Australia.

Harvey, L., & Williams, J. (2010). Fifteen years of quality in higher education.

Pascarella, E.T., & Terenzini, P.T. (2005). How College Affects Students: A Third Decade of Research.

Volume 2. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.

Dill, D. D., & Beerkens, M. (Eds.). (2010). Public policy for academic quality: Analyses of innovative

policy instruments (Vol. 30). Springer Science & Business Media.

Aamodt, P.O., Frølich, N., & Stensaker, B. (2018). Learning outcomes–a useful tool in quality

assurance? Views from academic staff. Studies in Higher Education, 43(4), 614-624. doi.org/10.108


Lile, R., & Bran C. (2014). The Assessment of Learning Outcomes. Procedia - Social and Behavioral

Sciences, 163, 125-131. doi.org/10.1016/j.sbspro.2014.12.297 https://www.sciencedirect.com/


Aziz, A.A., Yusof, K.M., & Yatim, J.M. (2012). Evaluation on the effectiveness of learning outcomes

from students’ perspectives. Procedia-Social and Behavioral Sciences, 56, 22-30. https://www.


Deros, B.M., Saibani, N., Yunos, B., Rahman, M.N.A., & Ghani, J.A. (2012). Evaluation of training

effectiveness on advanced quality management practices. Procedia-Social and Behavioral Sciences, 56, 67-73. https://www.sciencedirect.com/science/article/pii/S1877042812040955.


  • Ссылки не определены.

(P): 2707-9031
(E): 2707-904X

Бизнес-центр EXPO, блок C.1.
Казахстан, 010000