scholarly journals Using technology to facilitate effective assessment for learning and feedback in higher education

2017 ◽  
Vol 43 (3) ◽  
pp. 439-448 ◽  
Author(s):  
Susan J. Deeley
Keyword(s):  
Higher Education ◽  
Assessment For Learning ◽  
Effective Assessment

Assessment for Learning

2022 ◽  
pp. 318-343
Author(s):  
Errin Heyman
Keyword(s):  
Higher Education ◽  
Technology Education ◽  
Assessment For Learning ◽  
Theoretical Background ◽  
Traditional View ◽  
Assessment Practices ◽  
Learner Centered ◽  
Assessment Of Learning ◽  
Effective Assessment ◽  
Assessment Strategies

Advances in technology have been integrated into many facets of education, creating both opportunities and challenges for learning and assessment. This chapter provides an overview of effective assessment practices, largely targeted to higher education, with the mindset of using assessment for learning, rather than a more traditional view of assessment of learning. A brief theoretical background is presented as well as specific approaches for implementing learner-centered assessment strategies. Using assessment as a motivator and as a way to deepen, not just demonstrate, learning is discussed. Additionally, the chapter presents future considerations for assessment, especially as assessment can be enhanced by technology—“Education 3.0.”

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Leveraging Technology to Promote Assessment for Learning in Higher Education

2011 ◽  
pp. 224-236
Author(s):  
Christopher DeLuca ◽  
Laura April McEwen
Keyword(s):  
Higher Education ◽  
Assessment For Learning ◽  
Self Assessment ◽  
Web Based ◽  
Large Group ◽  
Use Of Technology ◽  
Pre Service Teacher Education ◽  
Learning Development ◽  
Pre Service Teacher ◽  
The Web

Assessment for learning (AFL) is a highly effective strategy for promoting student learning, development and achievement in higher education (Falchikov, 2003; Kirby & Downs, 2007; Nicol & Macfarlane-Dick, 2006; Rust, Price, & O’Donovan, 2003; Vermunt, 2005). However, since AFL relies on continuous monitoring of student progress through instructor feedback, peer collaboration, and student self-assessment, enacting AFL within large-group learning formats is challenging. This paper considers how technology can be leveraged to promote AFL in higher education. Drawing on data from students and instructors and recommendations from an external instructional design consultant, this paper documents the process of pairing technology and AFL within a large-group pre-service teacher education course at one Canadian institution. Recommendations for the improvement of the web-based component of the course are highlighted to provide practical suggestions for instructors to evaluate their own web-based platforms and improve their use of technology in support of AFL. The paper concludes with a discussion of areas for continued research related to the effectiveness of this pairing between assessment theory and technology.

The Context, Design, and Impact of System-Wide Assessments to Enhance Effectiveness in the Higher Colleges of Technology of the United Arab Emirates

2012 ◽  
Vol 2 (3) ◽  
pp. 1-20
Author(s):  
Marshall “Mark” Drummond ◽  
Matthew A. Robby
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Higher Learning ◽  
Assessment System ◽  
Institutions Of Higher Learning ◽  
Colleges Of Technology ◽  
The World ◽  
Effective Assessment

This paper examines the use of System-wide Assessments, an innovative initiative to enhance the accountability, quality, and effectiveness within the Higher Colleges of Technology of the United Arab Emirates. The authors review the historic and contemporary influences on college/university assessments and the key forces or factors which have shaped development and need of Outcome Assessments. The paper summarizes the literature on the best practices for assessment and promoting changes. The paper describes the objectives, structures, and processes involved with random use of System-wide Assessments among the 17 Federal colleges. A survey of 80 Deans and Chairs reports the perceptions and ratings of the process and impact of System-wide assessments. The lessons learned are described and inform recommendations for key components of an effective assessment system to promote accountability and improvement in higher education. Findings have significance for leaders of institutions of higher learning throughout the Middle East and the world.

scholarly journals The Correlation Between Assessment for Learning and Constructive Alignment Based on Age

2018 ◽  
Vol 1 (2) ◽  
pp. 169
Author(s):  
Erwin Akib ◽  
Arie Martuty ◽  
Mohd. Najib bin Abdul Ghaffar ◽  
Jamilah binti Ahmad
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Assessment For Learning ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
Assessment Practice ◽  
Chi Square ◽  
Constructive Alignment ◽  
Explanatory Sequential Design

he assessment practice in Indonesian Higher Education presently uses the traditional methods, which are assessment for learning and assessment as learning. However, the new perspective on assessment proposes that it should include the process of learning called Assessment for Learning (AFL) and this assessment can be enhanced through the Constructive Alignment (CA) method. The main objective of this study was to determine the correlation between AFL and CA based on age. The respondents of this study were 454 lecturers of 11 Universities selected through multistage cluster sampling method. This study used explanatory sequential design, a combination of quantitative and qualitative method. Quantitative data were obtained using questionnaires followed by qualitative data collection using interviews. The qualitative data were used to explain the quantitative data results. Quantitative data were analyzed using ANOVA, chi-square, and SEM. The validity and reliability of the instruments were determined using the Rasch Model. The findings showed that there was a high correlation level of AFL and CA practice among the lecturers.Keywords: Assessment for Learning, Constructive Alignment, Indonesian Higher Education

scholarly journals e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing?

2015 ◽  
Author(s):  
Jennifer Charteris ◽  
Frances Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Chua Reyes
Keyword(s):  
Higher Education ◽  
Teacher Educators ◽  
Funds Of Knowledge ◽  
Political Engagement ◽  
Assessment For Learning ◽  
Initial Teacher Training ◽  
Online Higher Education ◽  
Extensive Body ◽  
Quality Learning ◽  
Pre Service Teacher

As an extensive body of research demonstrates, Assessment for Learning (AfL) practices can have a significant impact on student achievement in the schooling sector and over the last decade these practices have gained currency in higher education settings. Digital technologies are increasingly being embedded into university programmes, therefore it is important that the issue of quality learning as socio-political engagement in online higher education settings be carefully examined. In this article the authors, a group of pre-service teacher educators who work with students undertaking initial teacher training, explore key discourses that underpin the application of AfL in higher education digital contexts - eAfL (e-Assessment for Learning). In particular, we critique discourses of 'learnification', 'responsibilisation' and 'performativity' in relation to eAfL. We pose possibilities to be considered for the development of robust practices that promote agency and engage with students' funds of knowledge, as the socially and culturally located knowledge, skills and dispositions that learners bring to higher education contexts.Charteris et al. e-Assessment for Learning (eAfL) in higher education: is it a wolf in sheep's clothing?

scholarly journals e-Assessment for learning and performativity in higher education: A case for existential learning

2016 ◽  
Author(s):  
Jennifer Charteris ◽  
Fran Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Reyes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Assessment For Learning ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Support Students ◽  
Education Courses

<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

scholarly journals A recommended closed-loop assessment of learning outcomes process for hospitality programs

2019 ◽  
Vol 33 (1) ◽  
pp. 41-52
Author(s):  
Allen Z. Reich ◽  
Galen R. Collins ◽  
Agnes L. DeFranco ◽  
Suzanne L. Pieper
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Closed Loop ◽  
State Governments ◽  
Content Type ◽  
Critical View ◽  
Assessment Of Learning ◽  
Effective Assessment

Purpose Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments, and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best practices in higher education. The paper aims to discuss this issue. Design/methodology/approach This is Part 1 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs and the experiences of the two programs during implementation of the seven steps. Part 1 includes foundational principles of the process and the first three of the seven steps. Findings The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when to implement them. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of an effective closed-loop assessment of learning outcomes process will take several years to complete. Originality/value This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

Sign in / Sign up

Export Citation Format

Share Document