Assessment Of Learning In Higher Education Research Articles

Learning Assessment in Noncredit Continuing Education

While program- and institution-level learning assessment in higher education has received substantial attention, much less emphasis has been placed on the assessment of learning in noncredit continuing education in higher education institutions. Learning assessment is sparse in this area because these learning experiences may be shorter in duration than credit courses, are commonly taught by field experts, and there are limits to the time and resources the higher education institution or other provider invests in conducting learning outcome assessment. This paper describes assessment recommendations in the noncredit continuing education space, with concrete examples in three areas: learning outcome statements, surveys with learning outcome-focused questions, and direct assessment of learning.

Factors influencing assessment in higher education: Empirical evidence from physical education and fitness compulsory courses in Indonesia

The present study delves into the multifarious factors that underpin students' learning assessment in higher education. Through the utilisation of an exploratory sequential mixed methods design, the researchers scrutinise the evaluation of 5,564 students by 23 lecturers, taking into consideration 9 characteristics. To that end, ANOVA and T-test are employed to analyse the mandatory course, and three lecturers who embody distinct criteria are interviewed, and their responses are subjected to a thematic analysis. The results indicate that assessment results are significantly different based on lecturers' working experience (teaching experience [F= 20.1, p= 0.000] and age [F= 48.6, p= 0.000]), academic background (department [F= 33.8, p= 0.000] and skills [F= 30.17, p= 0.000]), and teaching load (credit unit (credit unit) [F= 48.7, p= 0.000], number of classes taught [F= 61.4, p= 0.000] and teaching partners [F= 79.3, p=0.000]). Meanwhile, there is no difference in assessment results based on lecturers' qualifications (certificates [t= -0.587, p= 0.557] and latest degree [F= 2.56, p= 0.074]). The qualitative data reveals that four crucial factors - idealism, mindset, grading standard, and perspective - account for the variance observed in compulsory courses. The study's results underscore the need for universities to devise pedagogical strategies based on lecturers' attributes, as these factors bear a direct impact on the attainment of the desired graduate profiles as reflected in students' academic performance in specific courses.

A review of collaborative assessment strategies in online learning

Online collaborative learning is increasingly used in online courses in higher education, but assessing student online collaborative learning presents unique challenges as well as interesting opportunities. Thus, it is critical to gain a clear picture of online group collaboration assessment strategies, including group learning assessment methods and examining the effectiveness, challenges, and opportunities in online education. The present study systematically reviewed 12 empirical studies on online collaborative learning assessment in higher education published in journals from 2011 to 2021. The results show that diverse strategies were used to facilitate group collaboration, including group agreements, project planning, role assignments, problem-based projects, and instructor feedback. The reviewed studies primarily evaluated learners through instructor evaluation, peer evaluation, and self-evaluation methods. The most common strategy was instructor assessment, while self-evaluations were used the least. The findings of this mapping review provide practical examples for future online group collaborative learning assessment research and practice.

Exploring Construct and Consequential Validity of Collaborative Learning Assessment in Higher Education

Despite the advance of collaborative learning in higher education, there is a tension between its assessment and the orientation on students’ individual domain-specific abilities (e.g., knowledge and/or skills) of most higher education curricula. We examined the construct and consequential validity of group assessment, individual assessment, and combined assessment of collaborative learning. Findings showed that the construct and consequential validity of these assessment methods can vary widely within and across cohorts. In view of these findings and considering pragmatic and didactic considerations, combined assessment of collaborative learning might be better suited than group assessment and individual assessment of collaborative learning.

Preferences of Online Learning Assessment in Higher Education During the Pandemic Based on Perspectives of Students and Lecturers

This research aimed to describe the preferences of online assessment in German Language learning from the perspectives of students and lecturers at Universitas Negeri Malang, Indonesia. The research method was descriptive-quantitative and used included a survey questionnaire for 186 students and an interview guide for lecturers in relation to online assessment implementation during the COVID-19 pandemic. The research results showed that the platforms preferred by students and lecturers for German Language learning assessment were WhatsApp Group, LMS, Google Classroom, Edmodo, E-mail, Google Drive, Padlet, and Zoom. The forms of assignments and tests applied for online assessment in German Language learning that were preferred by both students and lecturers were papers/articles, presentation, multiple￾choice and true-false questions, essays/short answers, instructional video making, portfolios, projects, discussions, case studies, self-assessment, simulations or practicums, observations, and interviews.

Assessment and English as a medium of instruction

Abstract As English as a Medium of Instruction (EMI) continues to expand across the globe, there is a glaring absence of research on assessment. This article reviews the scarce literature to date and maps out a research agenda for the future. Drawing on Shohamy’s (2001, 2007) Critical Language Testing and McNamara et al.’s (2019) notions of “fair” and “just” language assessment, our reading of the literature to date is that it has revealed considerable complexities around implementing assessment in EMI contexts, with key questions centring not only on what and who to assess but also on how and why assessment should take place. In outlining a research agenda for the future, we suggest that one way of bypassing such challenges may be to carve out a greater role for assessment for learning in higher education. This could capitalize on – and raise stakeholders’ awareness of – bodies of knowledge that are well established within applied linguistics about the integral role of language in learning. Whilst we acknowledge challenges in securing institutional buy-in for putting this agenda into practice, we suggest that doing so could turn assessment challenges into opportunities and significantly enhance learning not only in EMI contexts but beyond.

Learning assessment in higher education: actual challenges and research perspectives

Learning assessment in higher education: actual challenges and research perspectives

La evaluación de los aprendizajes académicos en la licenciatura en educación especial de la Universidad de Antioquia

La Evaluación de los Aprendizajes Académicos es un deber y reto para todos los programas de Educación Superior, puesto que garantiza la calidad, pertinencia y actualidad de éstos. Así pues, la Licenciatura en Educación Especial de la Universidad de Antioquia, comprometida no sólo con los sujetos implicados en el proceso de enseñanza y aprendizaje, sino también con la institución universitaria y la sociedad, está llevando a cabo un proceso de investigación evaluativa, con el propósito de mejorar la calidad de la propuesta formativa de los maestros en Educación Especial.

The Evaluation of Learning Assessment in Higher Education: from the perception of students to the ideal evaluation

Pedagogical practices in higher education have been experiencing important changes, most of which are in line with the principles of the Bologna Reform. The new learning methodologies seem to have prompted different procedures in the evaluation process. The programs were redesigned to respond to an environment, which is ever more competitive. As a result, the ideas of excellence and efficiency embody the objectives of teaching and the result of evaluation of students came to be regarded as a fundamental tool in the selection process and visibility. This study aims at analyzing in-depth the experiences of evaluation of undergraduate students (1st cycle) and graduate students (2nd cycle) in two different periods: the first covering for the years of 2008 and 2009 and the second for 2016 and 2017. These periods are two important milestones in the implementation of the Bologna Declaration because they mirror the beginning and the progress of the Bologna Reform. This study does also seek to identify the reasons, which enshrine the perceptions of evaluation experiences and the meaning of the ideal model of evaluation. Although the sensitivity/uneasiness does persist in the evaluation perception, this study's results seem to be rather relevant.

<b>Compreensões acerca de práticas avaliativas na formação de professores

Neste artigo, a discussão resulta de uma experiência piloto em uma licenciatura em Pedagogia de instituição privada do interior do Estado de São Paulo e decorre do projeto ‘Mapeamento da Avaliação das Aprendizagens no Ensino Superior’, financiado pela Fundação de Amparo à Pesquisa do Estado de São Paulo – FAPESP [Proc. 2012/18530-3] (Barbosa, 2012), sediado na UNESP. Esta reflexão se justifica pelo fato de que, ao estudarmos os processos avaliativos, temos a oportunidade de entender mais apuradamente tanto o processo de aprendizagem dos alunos quanto as representações dos professores sobre avaliação, bem como suas vinculações com as práticas pedagógicas, além de reforçar a ideia de que a avaliação não se restringe ao exame e à classificação dos estudantes, mas está atrelada às possibilidades de democratização das relações didáticas. Amparamo-nos na abordagem metodológica qualitativa, utilizando também dados quantitativos. Como resultado deste estudo, percebemos que alunos e professores consideram haver, no curso analisado, aspectos da avaliação formativa, todavia, assinalamos a manutenção de uma visão restrita das práticas avaliativas, entendendo-as como sinônimo de medida, permanecendo, portanto, um distanciamento da perspectiva de avaliação integrada e favorecedora dos processos de ensino e de aprendizagem.

HIGHER EDUCATION: THE REVIEWS AS A MEANS OF REFLECTION IN LEARNING

This test aims to address the difficulties faced during the process of learning assessment in higher education in this educational triad. Looking for watch the attitudes of students and teachers, with the goal of providing a new vision of learning evaluation, where the student will be a fundamental part in the evaluation of the teacher to point out suggestions of a self-assessment of teaching professional, in order to improve their knowledge and skills and even suggests a reflective evaluation of each student so that the same can self-assess on the skills that most stands out for that in the future is a professional with production of high quality work. A new direction for the reviews in higher education is already in progress for teachers who seek to encourage students to think, create, reflect and have basement to your criticism, and with the various evaluation methodologies, whether for seminars, exams, oral communication, debates and these induce reflectively on both sides in the context of higher education. Keywords: Reflective Reviews; Reviews in higher education; Students in higher education; Auto-evaluation of higher education.

Review Article: The roles of assessment in curriculum practice and enhancement of learning

Assessment is indispensable component of curriculum practice. In systems of education, one of the prime considerations of administrators, teachers, and students alike are the outcomes of learning, what ability students can demonstrate because of increase in their knowledge and changes in understanding because of experiences in school or college.Concern for how learning takes place in higher learning institutes and how instruction and assessment affect the quality of learning is desirable, for students need to acquire knowledge and competencies that can be transferable in the work place. Therefore, educators need to think carefully about the quality of curriculum practice and learning assessment in higher education. Much of current teaching and assessment in higherlearning institutes seems to induce passive, reproductive form of learning that is contrary to the aims of instructors themselves. Most of the time instructors emphasize on factual knowledge, bind students too firmly within currently acceptable theoretical framework, and do the same while assessing learning. To the contrary, transferable skills valued by employers such as problem solving, communication skills, and workingeffectively with others are highly essential. Educators are suggesting that instructors will be more effective if assessment is integral to teaching and how learning activities are structured. Performance assessment, portfolios, authentic assessment and student self and peer assessment together with feedback and comments have been advocated as procedures that align assessment with current constructivist theories of learning andteaching. For instance, teachers are responsible for providing feedback that students need in order to re-learn and refine learning goals. Hence, this article reviews, roles of assessment in operating and experiencing the curriculum, importance of continuous assessment for enhancement of student learning, and the roles of feedback and comments for curriculum practice and learning enhancement.

Benchmarking learning outcomes of undergraduate business education

This paper discusses the efficacy of a model of benchmarking toward best practices in learning assessment in higher education. It outlines the need for best practices in learning assessment and reports findings on a comprehensive model of assessing learning outcomes of an undergraduate business program. By developing competency expectations of students, the model led to a multi‐method data collection/analysis toward benchmarking learning outcomes. The findings demonstrate how benchmarking leads to continuous curriculum improvement of instructional process and the curriculum. The authors claimed that in the absence of a generally accepted model, if the methodology is replicated, it may lead to the best practices in assessing learning outcomes of an undergraduate business program.