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.”

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.

scholarly journals Is it assessment of learning or assessment for learning?

2015 ◽  
Vol 4 (1) ◽  
pp. 72-74 ◽  
Author(s):  
Sayeeda Rahman ◽  
Md Anwarul Azim Majumder
Keyword(s):  
Public Health ◽  
Higher Education ◽  
East Asia ◽  
Assessment For Learning ◽  
Central Feature ◽  
South East Asia ◽  
Assessment Practice ◽  
Assessment Of Learning ◽  
Huge Impact

Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve. It is one of the most significant influences on students’ experience of higher education and all that they gain from it. The reason for an explicit focus on improving assessment practice is the huge impact it has on the quality of learning’.1‘Students should realize that assessment can be an opportunity for learning, rather than just something to be endured and suffered’.2'Institutions should ensure that appropriate feedback is provided to students on assessed work in a way that promotes learning and facilitates improvement'.3DOI: http://dx.doi.org/10.3329/seajph.v4i1.21847 South East Asia Journal of Public Health Vol.4(1) 2014: 72-74

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

2019 ◽  
Vol 33 (1) ◽  
pp. 53-66
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 2 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. 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. 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 a 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.

scholarly journals Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges

2020 ◽  
Vol 3 (1) ◽  
pp. 39-51
Author(s):  
Jennifer R. Newton ◽  
Mira Cole Williams ◽  
Danielle M Feeney
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Mastery Learning ◽  
Faculty Members ◽  
Assessment Practices ◽  
Traditional Assessment ◽  
Letter Grades ◽  
Grading Systems ◽  
Assessment Strategies ◽  
Traditional Assessments

Assessment and grading in higher education have traditionally focused on “A” through “F”, or point-based alpha-numeric letter grades and subjective, independent grading systems. Despite the ubiquity of this system, there are no universal guidelines on how to assess student learning on that scale. What can be problematic about “the way things have always been” is that students are frequently de-humanized; higher education faculty often focus on compliance and authoritarian teaching rather than engaging in the learning process alongside the students. In contrast, some faculty members have explored non-traditional assessment practices in their coursework to enhance the learning process and improve individualized student support. This article offers strategies for implementing non-traditional assessments, specifically mediated office hours, mastery learning, and ungrading strategies are addressed.

scholarly journals Culturally Conscious Assessment as Pedagogy in Study Abroad

2021 ◽  
Vol 33 (1) ◽  
pp. 168-186
Author(s):  
Jillian Martin ◽  
Candace Moore ◽  
Alex Foley ◽  
Kiyah McDermind
Keyword(s):  
Higher Education ◽  
United States ◽  
Study Abroad ◽  
The United States ◽  
Program Assessment ◽  
Critical Examination ◽  
Assessment Practices ◽  
Use Of Assessment ◽  
Assessment Strategies

The Higher Education in the Ghanaian Context (HEGC!) program was created to engage participants in critical examination of concepts related to power, privilege, and oppression within higher education settings in Ghana and the United States. The course has three components: pre-immersion, immersion, and emersion that are guided by a central “big” question: What can this experience teach me about contributing to a global society through the application of culturally conscious practices in my field? To answer this question, we partner with Ghanaian higher education practitioners to co-create a collaborative, cumulative project that participants work on through the duration of the trip. We present in this paper a case study for the use of assessment as pedagogy including an overview of the HEGC! Program, assessment strategies used, and pedagogical incorporation for the course. We conclude with a list of implications for study abroad and assessment practices. 

Issues in Peer Assessment and E-Learning

2009 ◽  
pp. 117-135 ◽  
Author(s):  
Robyn Benson
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Peer Assessment ◽  
Assessment For Learning ◽  
Learning Tools ◽  
Web 2.0 Technologies ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
E Learning

This chapter addresses some issues relating to the use of e-learning tools and environments for implementing peer assessment. It aims to weigh up the opportunities and the challenges that are offered by considering peer assessment for learning and peer assessment of learning. In doing this, reference is made to some of the general issues that arise in implementing peer assessment in higher education, as well as to the functionalities of e-learning tools and environments, and the characteristics of those who use them in this context (teachers and students). Discussion of opportunities focuses on strategies for peer assessment available from tools and environments that are categorized as pre-Web 2.0 (and continuing) technologies, Web 2.0 technologies, and ‘other tools’. Consideration of challenges focuses on the characteristics and requirements of teachers and students as users. It is concluded that opportunities outweigh challenges, particularly in relation to peer assessment for learning, but that peer assessment of learning is more challenging and likely to be more limited in uptake because of the expectations that are placed on users. It is also noted that the capacities offered by Web 2.0 technologies for peer-based relationships and interaction with content present both an opportunity and a challenge which may have future implications for the role of the teacher and for supporting a reconceptualization of how evidence used for peer assessment of learning is presented and judged.

scholarly journals Research Designs and Methods in Self-assessment Studies: A Content Analysis

2017 ◽  
Vol 6 (4) ◽  
pp. 257
Author(s):  
Serafina Pastore
Keyword(s):  
Higher Education ◽  
Self Regulation ◽  
Assessment For Learning ◽  
Future Research ◽  
Institutional Changes ◽  
Assessment Practices ◽  
Self Assessment ◽  
Educational Benefits ◽  
Research Designs ◽  
European Higher Education

This paper focuses on self-assessment practices in the higher education field. In the assessment for learning perspective, self-assessment is related to reflection, metacognition, and self-regulation: all these aspects are considered as fundamental prerequisites for students’ future professional development. Despite the recognition of self-assessment educational benefits and implications, research so far lags behind the rise in the rates of align literature review, research design, and methodology. The study attempts to address this gap in the literature. Based on a critical review of institutional changes in the European higher education context, the paper reflected on main issues and problems faced by educational research on self-assessment. It then tried to identify future research pathways on this topic.

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.

Determining Appropriate Zones for Knowledge Intensive Firms Site Selection Using GIS

2019 ◽  
Vol 10 (1) ◽  
pp. 1-30
Author(s):  
Alireza Mohammadi
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Site Selection ◽  
Transportation Network ◽  
Theoretical Background ◽  
Analytic Hierarchy ◽  
Information And Communication ◽  
Knowledge Intensive ◽  
Very High

In this study, the integration of fuzzy analytic hierarchy processes (FAHPs) and fuzzy overlays in GIS was used to determine appropriate geographic zones for the establishment of knowledge intensive firms in 22 districts of the Tehran metropolis. According to the theoretical background, a number of criteria were selected for the identification of appropriate geographic zones. The results show that among the selected criteria, proximity to existing knowledge intensity firms, and companies providing information and communication technology (ICT) services, higher education and research centers, being close to convenient transportation network and land use have more important role in the location of firms. According to the findings, among 22 regions, regions 3, 7, 6, 1, 2, 10, 4, 11, and 12 are the most desirable ones for the deployment of firms. Ultimately, regions 6, 7, 3, and 1 have received “very high” priority for the deployment of knowledge intensive firms.

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