Contribution: This article provides evidence that perceived learning has a relationship and influences the way students evaluate laboratory experiments, facilities, and demonstrators. Background: Debate continues on the capability and/or reliability of students to evaluate teaching and/or learning. Understanding such relationships can help educators decode evaluation data to develop more effective teaching experiences. Research Question: Does a relationship exist between student evaluation scores and perceived learning? Methodology: Perceived learning across the cognitive, psychomotor, and affective domains was measured using the Laboratory Learning Objectives Measurement (LLOM) tool at an Australian (344 students) and Serbian (181 students) university. A multilevel statistical analysis was conducted. Findings: Statistically significant relationships were found between student evaluation scores and perceived learning across the cognitive, psychomotor, and affective domains with some differences found between the two universities. This provides evidence that perceived learning plays a role in influencing student evaluation scores. Students perceived an improvement of learning across all three domains confirming the multifaceted benefits of the laboratory for engineering education.

中文翻译：

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实验室学习目标测量：学生评估分数与感知学习之间的关系

贡献： 本文提供的证据表明，认知学习与学生之间存在关系并影响学生评估实验室实验，设施和演示者的方式。 背景：关于学生评估教学和/或学习的能力和/或可靠性的争论仍在继续。了解这种关系可以帮助教育工作者解码评估数据，以开发更有效的教学经验。研究问题： 学生评估分数和认知学习之间是否存在关系？ 方法：在澳大利亚（344名学生）和塞尔维亚（181名学生）的大学中，使用实验室学习目标测量（LLOM）工具对认知，心理运动和情感领域的感知学习进行了测量。进行了多级统计分析。发现：在学生评估得分与认知，心理运动和情感领域的认知学习之间发现了统计学上显着的关系，两所大学之间存在一些差异。这提供了证据，即知觉学习在影响学生评估分数中起作用。学生认为在所有三个领域的学习都有所改善，这证实了实验室对工程教育的多方面好处。