scholarly journals Assessment in Islamic Higher Education

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Erwin Hafid
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Educational Institutions ◽  
Learning And Teaching ◽  
Islamic Institutions

Assessment is an important part of learning and teaching in educational institutions, including Islamic institutions. Therefore, assessment should guarantee that it can be used to improve learning and teaching. This article concludes that formative assessment is more useful and beneficial to Islamic higher education, because it will encourage more to learning than summative assessment will. However, this kind of assessment seems more difficult to be valid and reliable in grading. Creating rubric may become a solution to avoid such a problem.

scholarly journals JUTLP Editorial Issue 14.3

2017 ◽  
Vol 14 (3) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Dominique Parrish ◽  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Student Perceptions ◽  
Teaching Practice ◽  
Summative Assessment ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Assessment Design ◽  
Significant Difference ◽  
Class Presentation

Welcome to the final edition of the Journal of University Learning and Teaching Practice for 2017. We would like to acknowledge the significant contributions of our five Associate Editors - Dr Peter Copeman, University of Canberra, Dr Jo-Anne Kelder, University of Tasmania, Dr Tracey Kuit, University of Wollongong, Dr Morag McFadyen, Robert Gordon University, and Dr Vikki Pollard, Deakin University. The first two papers in this issue focus explicitly on assessment activities. In the first paper, Houston and Thompson describe and evaluate an assessment design that aimed to integrate formative assessment with summative assessment in a capstone paramedic subject. The assessment design provided students with feedback tailored to their unique learning needs. Students perceived this assessment as valuable and effective as well as promoting their readiness to practice. In the second paper Braun compares online and in class presentation assessments exploring student perceptions and academic performance with regard to these two assessment modes. This comparison identified that there was no significant difference between the two modes and there is a suggestion that online presentations might even be favoured by students.

scholarly journals Coherence and disparity in assessment literacies among higher education staff

2018 ◽  
Author(s):  
Mark S. Davies ◽  
Maddalena Taras
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Staff Developers ◽  
Shared Understandings

Assessment literacies are finding leverage, but there is little exploration of links between theory, practice and perceived understandings in higher education (HE). This article builds on and consolidates research that has taken place over ten years that evaluates assessment literacies among HE lecturers in education and science, and in staff developers, by presenting a comparative view of the data. The results indicate that there was generally a good understanding of theoretical and practical aspects of summative assessment across all groups. However, understandings of formative assessment showed little concordance between and within the groups, particularly among staff developers, but this group was better at clarifying the necessary link between formative assessment and feedback. Although education lecturers had a firmer grasp of central terminologies, in general there are still deficits in understanding about how these terms interrelate. Staff developers' relative weakness of understanding in some areas is of concern since this group shapes those who teach. These issues are exacerbated by a lack of acknowledgement that they exist, which may seriously hamper the development of both staff and students in clarifying processes they encounter daily. Basic shared understandings are required that can translate into personal, coherent assessment literacies. As a community we need to take on this task, because if we do not, as individuals, or individual groups, we will continue to have fragmented assessment literacies.

scholarly journals Educational Data Mining To Improve The Academic Performance in Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 13-18
Author(s):  
Alyaa A. Mahdi
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Business Processes ◽  
Educational Data Mining ◽  
Educational Institutions ◽  
Learning And Teaching ◽  
Global Innovation ◽  
Daily Data ◽  
E Learning ◽  
Innovative Techniques

Globalization and Innovation are mainly consider the great interest public sector and private business in the world especially in the higher education institutions. Educational Data Mining is mainly one of the business processes nowadays that attempt to bring the global innovation through improving and enhancing their processes and procedures to fulfill all the requirements and needs of the students as well as the institutions. The Educational Data Mining considered mostly concern with any research concerning the applications of the data mining and developing innovative techniques for data mining (DM) in the educational sector. This study mainly combined the use of the powerful online E-learning management system (Moodle) with data mining tools to improve the performance and effectiveness of the learning and teaching manners by using the innovative daily data that collected from the educational institutions.

Driver or Drifter? Two Case Studies of the Blended Learning Practices in Higher Education

2010 ◽  
pp. 71-93 ◽  
Author(s):  
Esyin Chew ◽  
Norah Jones
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Case Studies ◽  
Educational Institutions ◽  
Modern World ◽  
Policy Makers ◽  
Learning And Teaching ◽  
Learning Practices ◽  
The Uk ◽  
Professional Ethos

The emergence of blended learning has played a role as either driver or drifter to higher education (HE) in the modern world. This chapter explores the blended learning practices by investigating two higher educational institutions in the UK and Malaysia. First, the strategies and practices related to blended learning are clearly analysed and compared. A large amount of qualitative data extracted from academics’ experience is discussed. Primarily, the findings firmly show that blended learning enables educators to revisit and to rethink their professional ethos and values, and redesign their learning and teaching where necessary. Such revisiting and rethinking facilitate the awareness and praxis of blended learning (or vice-versa: blended learning facilitates the revisit and redesign). The in-depth discussions based on academics’ voices, and reflective matrix summary from the case studies described in this chapter will act as evidence of the blueprint for blended learning policy makers and practitioners.

scholarly journals Reflections on academics' assessment literacy

2015 ◽  
Author(s):  
Rebecca Lees ◽  
Deborah Anderson
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Summative Assessment ◽  
Assessment Methods ◽  
Formative Assessments ◽  
Small Scale ◽  
Assessment Literacy ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Improve Student Performance

This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods. The study highlights the importance of considering all stakeholders when thinking about assessment literacy.

scholarly journals Identifying Perception, Interests and Challenges of Informatics Students on Online Learning During COVID-19 Outbreaks

2021 ◽  
Vol 3 (2) ◽  
pp. 418-432
Author(s):  
Emigawaty Emigawaty
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Process ◽  
Educational Institutions ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Global Pandemic ◽  
Study Results ◽  
The Government

Since the COVID-19 outbreak is increasingly widespread in Indonesia at the beginning of the year 2020, the government considers taking policies that focus on implementing the learning and teaching process at all levels. This research focuses on identifying the perception, interests, and challenges of online learning for informatics’ students at AMIKOM University Yogyakarta during the global pandemic. This study uses a descriptive quantitative approach using a survey instrument. This research has succeeded in capturing an overview of the ease, obstacles, and challenges of the informatics’ students in joining online learning from the study results. Discussions and contradictions to these results will undoubtedly be different if they are carried out on different student entities and with various subjects. This research contributes to higher education institutions, especially AMIKOM Yogyakarta University, to evaluate the online learning process. Although the case study presented in this research cannot represent other subjects, students' perceptions can be used as essential feedback for educational institutions.

scholarly journals Analysing EMI assessment in higher education

2021 ◽  
Vol 14 (33) ◽  
pp. e15475
Author(s):  
Ana Otto ◽  
José Luis Estrada Chichón
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Mixed Methods Research ◽  
Summative Assessment ◽  
Private University ◽  
Assessment Tools ◽  
Medium Of Instruction ◽  
Assessment Practices ◽  
Research Article

This research article reveals current English as a Medium of Instruction (EMI) lecturers’ assessment practices in a medium-sized (i.e., 12,000 students) private university in Madrid, Spain. The investigation aims to analyse how EMI assessment is conducted; what are the most popular assessment tools that EMI lecturers use; and the role that English as a foreign language plays in EMI teaching. Moreover, this is a mixed-methods research investigation in which data were obtained throughout two tools: One questionnaire (Otto, 218) and two focus groups. All in all, the study clearly verifies that EMI lecturers are not trained enough in terms of EMI teaching in general, and assessment in particular. There are no significant differences between EMI and non-EMI assessment tools, apart from the fact that summative assessment mainly prevails over formative assessment. Final recommendations are provided regarding accurate EMI assessment practices after empirical evidence was gathered.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

Scientific and Informational Almanac about Libraries, Publishing Houses and Higher Educational Institutions

2010 ◽  
pp. 122-124
Author(s):  
Valerii P. Leonov ◽  
Mariya G. Bokan ◽  
Nina V. Ponomareva
Keyword(s):  
Higher Education ◽  
Publishing House ◽  
Educational Institutions ◽  
State University ◽  
Higher Educational Institutions ◽  
Eastern State ◽  
Publishing Houses ◽  
Higher Educational ◽  
Far Eastern

On the publishing of scientific and informational almanac «Power of a Book: Library. Publishing House. Institute of Higher Education» by Far Eastern State University.

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