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.

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

2020 ◽  
pp. 256-271
Author(s):  
Abatihun Alehegn Sewagegn ◽  
Boitumelo Molebogeng Diale
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Institution ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Higher Education Institution ◽  
Traditional Assessment ◽  
Qualitative Research Design ◽  
Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

New approach for target setting mechanism of course outcomes in higher education accreditation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dayananda P ◽  
Mrityunjaya V. Latte ◽  
Mahesh S. Raisinghani ◽  
Sowmyarani CN
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Target Setting ◽  
New Approach ◽  
Content Type ◽  
Standard Quality ◽  
Faculty Experience ◽  
Course Outcomes

PurposeStandard quality is very highly important parameter in the education sector. Accreditation is a process where standard quality of education is given and the process of continuous improvement is defined. Emphasizing quality of student education is achieved through outcome-based education system (OBE). Program outcomes signify the comprehension, skills and attitude the students should have at the end of the program. At the end of each course, course outcomes signify the knowledge acquired by the students. Course outcomes assessment is one of the key aspects of the OBE model. In this research, the following four factors: subject quality, number of times subject handled by faculty members, faculty experience and student quality with different weightage, are used for analysis of the target setting for individual courses, used for higher education accreditation. This new approach for target setting will improve the teaching and learning process.Design/methodology/approachFour factors: subject quality, number of times subject handled by faculty members, faculty experience and student quality with different weightage, are used for analysis of the target setting for individual courses, used for higher education accreditation.Practical implicationsUsing proposed approach, higher targets can be achieved in teaching and learning.FindingsNew approach for target setting will improve the teaching and learning process.Research limitations/implicationsProposed approach for target setting will improve the teaching and learning process; it should be implemented across all engineering colleges or universities.Social implicationsAll engineering colleges will have impact on teaching and learning process.Originality/valueThe following four factors: subject quality, number of times subject handled by faculty members, faculty experience and student quality with different weightage, are used for analysis of the target setting for individual courses, used for higher education accreditation.

scholarly journals MYTHS AND REALITES OF STUDENT ASSESSMENT IN HIGHER EDUCATION OF ARMENIA

2021 ◽  
pp. 200-210
Author(s):  
Gohar Muradyan
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Assessment ◽  
Higher Learning ◽  
Assessment Practices ◽  
Process Assessment ◽  
Assessment Practice ◽  
Critical Question ◽  
Academic Environments ◽  
Teaching Learning

Student assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching, learning process. This article challenges several myths about student assessment: that we know what we're grading, that we know what the results mean, that we can agree in practice on various criteria, which is possible to establish and apply unanimously. Despite these seeming difficulties, this article argues for the validity of assessments developed within particular academic environments in the higher learning institutes of Armenia. Do contemporary assessment practices perform these function: it is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.

scholarly journals Outcome-Based Engineering Education: A Global Report of International OBE Accreditation and Assessment Practices

2020 ◽  
Author(s):  
Junaid Qadir ◽  
Aamir Shafi ◽  
Ala Al-Fuqaha ◽  
Abd-Elhamid M. Taha ◽  
Kok-Lim Alvin Yau ◽  
...  
Keyword(s):  
United Arab Emirates ◽  
Mission Statements ◽  
International Perspective ◽  
Curriculum Planning ◽  
Faculty Members ◽  
Assessment Practices ◽  
Geographically Dispersed ◽  
Outcome Based Education ◽  
Assessment Strategies ◽  
Specific Education

In this research paper, we present—as a geographically dispersed set of academics working in nine different countries: namely, Pakistan, United Kingdom, United Arab Emirates, United States of America, Saudi Arabia, Singapore, Qatar, China, and Malaysia—a global international perspective on Outcome-based Education (OBE) accreditation standards, practices, and attitudes. The OBE paradigm is now the underlying paradigm followed by global accreditation efforts such as the Washington Accord (ratified in 1989). The shift to OBE is so pronounced that some education experts identify the shift to OBE and accreditation as one of the top 5 major changes of the last 100 years. Although OBE is often criticized for straitjacketing education, and resisted by hesitant faculty members suspecting additional burden, studies show that the OBE movement, on the whole, has helped in improving the educational standards and outcomes by ensuring proper planning of curriculum and assessment and their alignment with the program objectives and desired outcomes. OBE is also flexible in the sense that it does not dictate the choice of specific education strategies or teaching methods—it only says what should be the outcome. New OBE schemes have also diversified in response to early misgivings about OBE (related to excessive paperwork, and bean-counting-like auditing) and now admit diverse types of evidence (including qualitative and quantitative, formative and summative, formal and informal assessments). The aim of this work is to present a synthesis of the experiences of an international set of authors and the sharing of the global best practices in the field related to accreditation and assessment. An extensive internal survey was conducted to collect data from these international academics. After processing the data, we have organized our analysis as a discussion on a range of accreditation stages and artifacts including vision/mission statements, program objectives and outcomes, curriculum planning, educational assessment strategies, common pitfalls, and iterative continuous improvement. This paper will be a helpful starting guide for faculty members new to OBE, while also offering a broader perspective to experienced faculty members and administrators.

scholarly journals AUTHENTIC ASSESSMENT IN EFL TEACHING AND LEARNING

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Rama Dwika Herdiawan
Keyword(s):  
Social Context ◽  
Learning Process ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Assessment Practices ◽  
Innovative Product ◽  
Instructional Process ◽  
Traditional Assessment ◽  
Physical Context

The assessment has been regarded as the crucial element in instructional process which involeved the teacher and students ini it. In addition, it requires a number of aspects which are concerned on authenticity of how students do the task performatively. Therefore, authentic assessment is necessarily selected in order to reach the goal or objectives of teaching and learning process which focused on real-world tasks. The five dimensional framework proposed by Gulikers et.al (2004) need to be employed inside the implementation of authentic assessment which covers at least: tasks, physical context, social context, result or form, and criteria. The framework represents how the students are assesses authentically as well performatively in order that there are innovative product and also perfomance created by the students particularly. Beacuse authenticity is crucially needed to model of assessment recently and it also represents the authentic outcomes that are totally obtained in the teaching and learning process. Authentic assessment is a new assessment paradigm which contributesto significant alternative towards the existence of traditional assessment practices which are still used by most of the teachers in any levels. Regarding the paradigm, assessment is a process which supports as well as improve students’ learning (focuses on enhancing their cognitive skills) instead of only assessing the teaching and learning process.

Using Computer-Based Assessment and Feedback

2020 ◽  
pp. 848-878
Author(s):  
Akrum Helfaya ◽  
James O'Neill
Keyword(s):  
Higher Education ◽  
Dynamic System ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Key Factors ◽  
Structured Interviews ◽  
Traditional Assessment ◽  
Computer Based ◽  
New Generation

This article describes how assessment and feedback represent two key factors that affect students' learning. Using e-assessment with prompt e-feedback reduces the gap between present and desired performance and is considered to be a reflexive and dynamic system in dealing with the new generation of digital natives. Action research was used to investigate students' perception of using computer-based assessment (CBA) and/or computer-based feedback (CBF) in teaching and learning process. Both semi-structured interviews and focus groups were conducted with 44 UG students to assess their perceptions of using CBA and CBF. Findings show that students are generally agreed on the use of and benefits of CBA and/or CBF in teaching accounting and non-accounting modules. For example, these results reveal that many participants valued working online compared to traditional assessment and appreciated the instant feedback they received. Additionally, technology can provide an avenue for assessment and personalised and comprehensive prompt feedback that diverse and digital students need in the 21st Century Higher Education.

scholarly journals The Extent of Using Modern Assessment Strategies and Tools by Teachers of English Language in an EFL Context

2020 ◽  
Vol 12 (2) ◽  
pp. 205-223
Keyword(s):  
Random Sample ◽  
Learning Process ◽  
Analytical Method ◽  
Teaching And Learning ◽  
English Language ◽  
The Other ◽  
Traditional Assessment ◽  
Efl Context ◽  
Assessment Strategies ◽  
Academic Year

The study aims at investigating the extent of using modern assessment strategies and tools by Jordanian Teachers of English Language in an EFL context, for it is an integral component of the teaching and learning process. Gender, experience and qualifications were taken into account as variables of the study, which was limited to teachers of English in an EFL context for the academic year 2018/2019.A random sample of 43 teachers from Irbid first governorate in Jordan was selected. A descriptive analytical method using a five–likert scale as an instrument was adapted to achieve the goals of the study. The results show that the level of using modern assessment strategies and tools by English teachers to assess students' understanding and enhance their learning ranges between medium and low but is mostly low. It is noted that the implementation of some items that represent traditional assessment are higher than the other items. The final results indicate that teachers tend to use traditional assessment strategies for different reasons presented in the discussion. Moreover, the results show that there are no statistically significant differences (α = 0.05) due to gender, experience, or qualifications. Keywords: Assessment strategies, EFL context, traditional assessment strategies, modern assessment strategies

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. 

Best Practices for Emergency Remote Teaching

2021 ◽  
pp. 82-100
Author(s):  
Michelle Dennis
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Learning Process ◽  
Higher Education Institutions ◽  
Communication Strategies ◽  
Student Support ◽  
Faculty Members ◽  
Faculty Preparation ◽  
Global Pandemic ◽  
Teaching Faculty

Unforeseen events, such as the global pandemic COVID-19, have the potential to necessitate abrupt closures of the physical campuses of higher education institutions. In these situations, emergency remote teaching procedures may be implemented to enable the continuation of courses and reduce the magnitude of disruptions to the learning process for students and faculty members. In this chapter, the author will evaluate best practices for the design of emergency remote teaching, faculty preparation, and student support. Further, the author will explore effective communication strategies for the delivery of information regarding procedural changes to students and faculty.

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.”

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