©2021 Te Academy of Environmental Biology, India Journal of Ecophysiology and Occupational Health, Vol 21(3), DOI 10.18311/jeoh/2021/28339, 116-120, September 2021 ISSN (Print): 0972-4397 ISSN (Online): 0974-0805 Examining the Relationship Between Monitoring Learner Progress and Course Learning Outcomes Achievement Shimaa Elaraby 1* and Mona Hassan 2 1 Associate Professor, Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; shimaa80me@yahoo.com 2 Assistant Professor, Physiological Department, Fakeeh College for Medical Sciences, Jeddah, Saudi Arabia Keywords: Feedback, Formative Assessment, Learning Outcomes, Student Assessment; Student Progress Abstract Students of the first-year nursing program were recently experienced continuous and formative assessment through their training program. This is to improve the achievement of the students and the Course Learning Outcomes (CLOs). Therefore, the aim of the current study was to investigate the relationship between monitoring students’ performance through continuous and formative assessments, student, and CLOs achievements. The study revealed a significant increase in the students’ marks in all assessment methods after the mid-semester exams. In addition, the CLOs achievement is increased when the students got feedback. 1. Background Assessment of health professionals must have a rigorous system which assessment results can rely on. Tis is due to the decisions about the performance of the students having a direct impact on the patients and health care 1 . Such decisions are collected from several points and are made based on a variety of sources of information. Policies and procedures should be developed to direct the panel and panelists to help them reach decisions 2 . Tus, it is essential to maintain the progress of students in the higher education institutions at a good peace 3 . Tese can be attained via monitoring achieving learning outcomes which are the expected performance of the graduates. Tese relate to the fve learning domains which are: knowledge, cognitive, interpersonal, and communication and psychomotor domains 4 . Diferent types of assessment are used to measure the achievement of students in these domains. All the assessment methods must be valid, reliable and fair to be suitable to measure the learning outcomes 5 . Tese types are direct and indirect assessment methods. CLOs are assessed directly by collecting data form students’ performance in quizzes, Student Prepared Presentations (SPP), assignments, Team Based Learning (TBL), portfolios and written exams. Indirect assessment of learning outcomes is of vital importance in measuring the student achievement 6 . At the program level, the school can prove the attainment of program learning outcomes by a constructive approach calculating the CLOs achievements. Ten CLOs achievement is calculated by the average approach. In the average approach, the average of the scores of the students in all assessment methods is calculated and should exceed the target (80%) for example 7 . In addition, Outcome-based Education is the current model applied in health professions education. Terefore, assessment of CLOs and students’ progress is a contemporary topic of international interest 8 . Due to the impact of student achievement on assessing Course Learning Outcomes (CLOs), the irregularly monitoring student performance will decrease CLOs achievement. Although in most of the programs the achievement of CLOs is measured, this was not done till the end of the course. In the current study, we analyzed the results and took the necessary action before the end of the course through measuring students’ progress to continuously improve the course before the fnal exams. We also investigated the relationship between monitoring students’ performance, feedback, and refection on the CLOs achievements in a course of health profession schools. *Author for correspondence