scholarly journals Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

2016 ◽  
Vol 1 (2) ◽  
pp. 24
Author(s):  
Adedoyin O.O.
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Significant Influence ◽  
Cognitive Abilities ◽  
Assessment Practices ◽  
Institutions Of Higher Education ◽  
Main Concept ◽  
Constructive Feedback

This is a quantitative study regarding the concept on assessment practices in higher institutions of learning as perceived by BA ISAGO undergraduate students. A questionnaire was developed on the concept regarding assessment practices on a four likert scale and administered to a convenience random sample of 400 undergraduate students at BA ISAGO University in Botswana. Out of which 365 undergraduate students studying varying degree programmes responded to the questionnaire and their responses were coded, analysed using exploratory factor analytic method (available on the SPSS computer package). SPSS software produced the descriptive statistics (means and standard deviations) and factor analysis. The Principal factor with iteration was employed and varimax rotation method was also used to extract the perceived constructs on the concept on assessment practices at institutions of higher education. Seven constructs with eigen values greater than one, emerged from the factor analysis. Results revealed seven (7) main concept on assessment practices were perceived by BA ISAGO University undergraduate students. The seven main constructs were to: determine students’ higher level of thinking/ cognitive abilities; provide constructive feedback for effective students’ learning outcomes; allow for students’ self-reflection and peer assessment of learning outcomes; use of different alternative modes of assessing learning outcomes; maintain quality assurance processes in form of assessment criteria; modify learning outcomes using formal and informal assessment procedures; identify students prior knowledge before beginning instruction. The study further determined if gender and faculty of study of students have significant influence on students’ perceived concept on assessment practices at higher education. It was found that gender and faculty of study had significant influence on students’ perceptions with regards to some assessment practices All these perceived assessment practices by the undergraduates would inform institutions of higher education on how to appraise undergraduate students’ cognitive abilities.

The wheel of fortune as a novel support for constructive alignment and transformative sustainability learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Noy ◽  
Teresa Capetola ◽  
Rebecca Patrick
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Education For Sustainability ◽  
Student Experiences ◽  
Content Type ◽  
Constructive Alignment ◽  
Common Framework ◽  
Changing Times

Purpose Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability. Design/methodology/approach The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes. Findings The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures. Originality/value The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.

Reflection on peer reviewing as a pedagogical tool in higher education

2022 ◽  
pp. 146978742110730
Author(s):  
Karin Väyrynen ◽  
Sonja Lutovac ◽  
Raimo Kaasila
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Peer Feedback ◽  
Learning Activity ◽  
Active Engagement ◽  
Pedagogical Tool ◽  
Peer Reviewing ◽  
University Lecturers

Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.

Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education

2016 ◽  
Vol 31 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Tõnis Mets ◽  
Inna Kozlinska ◽  
Mervi Raudsaar
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Wide Spectrum ◽  
Entrepreneurship Education ◽  
Affective Outcomes ◽  
Entrepreneurial Skills ◽  
Competence Framework ◽  
Education Courses ◽  
Academic Debate

The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF) – the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of educational objectives. A survey of self-assessed entrepreneurial competences acquired in entrepreneurship education courses was carried out in five Estonian higher education institutions (HEIs). An exploratory factor analysis based on the sample of 249 respondents confirmed the empirical viability of the ECF for evaluating the outcomes of EE, while also indicating a wide spectrum of these outcomes. Knowledge about entrepreneurship, entrepreneurial skills and a range of affective outcomes was perceived to be stronger by those students who had higher aspirations to become entrepreneurs before entering the HEIs.

scholarly journals Expected Learning Outcomes: A Confirmatory Factor Analysis of Higher Education in Interior Architecture and Interior Design for the Thailand Development

2019 ◽  
Vol 10 (4) ◽  
pp. 11-19
Author(s):  
Pornthep Jewpairojkit ◽  
Thanin Rattanolarn ◽  
Songwut Ekwuttiwongsa
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Learning Outcomes ◽  
Interior Design ◽  
Professional Education ◽  
Interpersonal Relationship ◽  
Measurement Model ◽  
Interior Architecture ◽  
Confirmatory Factor

Abstract Nowadays, the standard of professional education, interior architecture and interior design at higher education in Thailand must meet the certification criteria from the Professional Council. However, the expected learning outcomes results in the past studies has not studied the components of expected learning outcomes that are explicit and consistent with the 20-Year National Strategy. The researchers therefore aim to study such components to lead to the development of a standard measurement model to further expected learning outcomes. The researchers synthesized the initial components through the document to create and develop a questionnaire to evaluate the level of performance by estimating 5 levels and collect data with the senior students in the curriculum that has been approved by the Professional Council. Divided into 362 samples in the analysis of survey elements and 364 samples in Confirmatory Factor Analysis by Cluster Random Sampling from state and private universities. The survey component analysis resulted in 6 components along with confirmatory factor analysis of empirical component. The results of the sequence analysis of weight components from descending order as follows: Cognitive for profession skill (CP)=.96 Interpersonal relationship and responsibility skill (IR)=.89 In numerical communication and information technology skill(NC)=.87 Profession future of Thailand skill (PF)=.85 Knowledge for Professional practice skill (KPP)=.73 Moral and ethical skill (ME) =.67.

scholarly journals METHODOLOGICAL APPROACH TO ASSESSING THE COMPETITIVENESS OF INSTITUTIONS OF HIGHER EDUCATION

Management ◽  
2021 ◽  
Vol 32 (2) ◽  
pp. 9-24
Author(s):  
Svitlana Breus ◽  
Yevheniia Khaustova ◽  
Mykola Denysenko ◽  
Svitlana Bondarenko ◽  
Nataliia Kyrylko
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Factor Analysis ◽  
Methodological Approach ◽  
Golden Ratio ◽  
Ratio Method ◽  
Institutions Of Higher Education ◽  
Strategic Development ◽  
Knowledge Based ◽  
Socio Economic Development

Background and objectives. The problem of competitiveness of institutions of higher education (IHE) is one of the key tasks, the solution of which will help increase the socio-economic development of the country. In the context of Ukraine's European integration interests, competition between Ukrainian and foreign IHEs is intensifying, which encourages the former to find ways of their own competitiveness (which is largely determined by the competitiveness of its graduates and the ability to generate knowledge-based innovations) as a result of using appropriate factors that are directly dependent on increasing competitiveness in the context of its management.Methods. Methods of profiles and ratings using separate methods of comparative, statistical and economic-mathematical analysis (factor analysis), with the formation of an appropriate system of indicators.Findings. The results of assessing the competitiveness of KNUTD indicate a decrease in the level of competitiveness of IHEs. It has been estimated that during 2017–2019 it was at a low level (0.542, 0.541 and 0.466, respectively), which according to the proposed scale for determining the level of competitiveness of IHEs (developed using the golden ratio method) is in the range of 0.383–0.618. Conclusion. Based on studying and assessing the competitiveness of IHEs to improve it in the context of its management and ensure the strategic development of IHEs within the implementation of relevant strategic alternatives and proposed generalized areas, as well as certain factors of competitiveness, it has been determined appropriate to forecast the indicators underlying the calculation of the KNUTD competitiveness, using an improved methodological approach to the main proposed measures.

scholarly journals Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Tefera Tadesse ◽  
Robyn M Gillies ◽  
Chris Campbell
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Factor Model ◽  
Ict Literacy ◽  
Information And Communication ◽  
Multi Method Approach ◽  
Method Approach

The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate students’ integrated information and communication technology (ICT) literacy capacity that involves 12 items generated from the modified version of the Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010); second, to illustrate the construct validity and internal consistency of the model as implemented in a sample of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian university; and third, to further demonstrate the criterion validity of the model by examining predictive validity of the identified ICT literacy factors on student learning outcomes. A multi-method approach is used, which comprises correlation analysis, multiple regression analysis and structural equation modelling (SEM) techniques. The main finding is the support found for the 4-factor model consisting of ICT use, cognitive process, reading task and writing task. Results of the multi-method approach provide specific guidelines to higher education (HE) institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students. The paper provides a conceptual model and supporting tools that can be used by other HE institutions to assist in the evaluation of students’ ICT literacy capacities.

Learning to Work and Working to Learn

2009 ◽  
pp. 638-667
Author(s):  
Gary Brown ◽  
Theron Desrosier ◽  
Debbie Edwards
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Washington State ◽  
Complex Relationship ◽  
Institutions Of Higher Education ◽  
State University ◽  
Learning Outcomes Assessment ◽  
Washington State University ◽  
The World ◽  
The Relationship

The relationship between higher education and the world of work is complex and often characterized by a great deal of misperception, underscored by the recent press for accountability purportedly in response to reports of public dissatisfaction with the lack of transparency in institutions of higher education. This chapter explores the complex relationship between learning outcomes assessment, employer expectations, and traditional and emerging pedagogies. An approach used at Washington State University that uses assessment and technology as levers to help students and faculty bridge the real and the perceptual divide between learning in school and learning in the world of work is presented.

Music Theory Clubs and their Roles in School and Community

2021 ◽  
Author(s):  
Jennifer Beavers
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Music Theory ◽  
Institutions Of Higher Education ◽  
Community Based ◽  
School And Community

A Music Theory Club is an extra-curricular activity, found primarily in institutions of higher education, that provides mostly undergraduate students with exceptional experiences geared toward deepening their understanding of music. Because the membership of these clubs need not be limited to students majoring or minoring in music, or even to those who are enrolled in a music theory class, they may be considered examples of public music theory. Additionally, the members may choose to engage in community-based public music theory projects. In the following chapter, the author explores what a music theory club is, how it benefits students, faculty, and community alike, how to start one, and the types of activities a music theory club can be involved with.

scholarly journals Investigating Saudi University EFL Teachers’ Assessment Literacy: Theory and Practice

2018 ◽  
Vol 8 (3) ◽  
pp. 345
Author(s):  
Muhammad Umer ◽  
Mohamad Hassan Zakaria ◽  
Moayad Ahmad Alshara
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Teacher Assessment ◽  
Theory And Practice ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Assessment Tasks ◽  
Efl Teachers ◽  
Teacher Assessment Literacy

Teacher assessment literacy (TAL) is believed to have positive impact on student learning outcomes. Therefore, attempts are made, especially, in advanced educational contexts to increase TAL. In the context of Saudi higher education, available empirical evidence indicates that EFL teacher assessment literacy is replete with loopholes. This mixed-method research investigated Saudi EFL teachers’ construction of assessment tasks, the influence the tasks had on students’ learning and the extent to which teachers’ assessment practices were in alignment with recommended assessment practices. The data were collected through analyzing teachers’ summative assessment tasks and a student survey with both close and open-ended questions. Apart from the participants’ responses to the open-ended questions of the survey, the data went through quantitative data analysis for frequencies and percentages. The findings revealed a serious incongruity between teachers’ assessment tasks and course learning outcomes. For instance, higher order learning outcomes were not assessed at all. Most of the tasks were selected-response questions (SRQs). As confirmed by the survey data, the assessment tasks mainly triggered memorization as a learning strategy. Therefore, suggestions are made that university teachers’ professional development with particular focus on their assessment literacy is placed at the center of higher education policies. Without valid assessment in place, the edifice of Saudi (higher) education system may lose its efficacy. 

Assessment practices of community-engaged institutions in the USA: Common claims and uncertain methods

2020 ◽  
Author(s):  
Valerie L Holton ◽  
James E Hinterlong ◽  
Jennifer Jettner
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Future Research ◽  
Assessment Practices ◽  
Institutions Of Higher Education ◽  
Mutual Benefit ◽  
Class Mobility ◽  
Societal Needs ◽  
Academic Partnerships ◽  
The Usa

Abstract Policymakers, accreditation bodies, students and their families, and other stakeholders increasingly press institutions of higher education to provide clear evidence of their value. Institutions emphasize their status as a public good claiming their role in developing human capital and informed citizens, enabling social class mobility, and fostering innovation. Proponents of community engagement (CE) weave together elements of these arguments into a perspective that encourages institutions to embrace mutually beneficial community–academic partnerships as key to all aspects of their missions. Proponents argue that through CE universities can strengthen their links to societal needs, maintain relevant content and curriculum, and ultimately communicate their value. This study involves 41 US institutions that have been recognized as community engaged through a national voluntary classification. To explore the state of the field, we critically examine their self-reported assessment methods, sources, frequency, and oversight. While most describe their CE initiatives and impacts in positive terms, few provide adequate detail about their findings or assessment practices to determine whether these claims are justified. Leaders in the field and across institutions should prioritize evaluating mutual benefit; coordinating assessment; enhancing assessment capacity; and acting on assessment. We conclude with implications for future research.

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