Alternative assessment in higher education: An experience in descriptive statistics

Libman, Zipora

doi:10.1016/j.stueduc.2010.01.002

Cited by 26 publications

(21 citation statements)

References 29 publications

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“…A plethora of evidence (Falchikov, 2005;Boud & Falchikov 2006Burksaitiene & Tereseviciene, 2007;Garside, Nhemachena, Williams & Topping, 2008;Libman, 2010) supports the usefulness of alternative assessment, which helps to develop a deep approach to learning. Alternative assessment is applied in various disciplines such as the arts, engineering, teaching medicine and training in foreign languages and statistics (Birenbaum et al, 2006;Nasri, Roslan, Sekuan, Baker & Puteh, 2010;Libman, 2010). Libman (2010) highlighted that assessment is a powerful force in schools, as well as in a tertiary education framework, that influences the way students learn, as well as the content and the extent of their learning.…”

Section: Assessment Approachesmentioning

confidence: 99%

“…Alternative assessment is applied in various disciplines such as the arts, engineering, teaching medicine and training in foreign languages and statistics (Birenbaum et al, 2006;Nasri, Roslan, Sekuan, Baker & Puteh, 2010;Libman, 2010). Libman (2010) highlighted that assessment is a powerful force in schools, as well as in a tertiary education framework, that influences the way students learn, as well as the content and the extent of their learning. Assessment also affects the way teachers select and teach various types of content and, indirectly, the way they decide what not to teach.…”

Section: Assessment Approachesmentioning

confidence: 99%

“…Several studies (e.g. Biggs, 2002;Frank & Barzilai, 2004;Norton, 2004;Libman, 2010) support the usefulness of alternative assessments for learning and assessment. Alternative assessments can motivate students to take responsibility for their own learning.…”

Section: Assessment Approachesmentioning

confidence: 99%

“…A plethora of evidence (e.g. Norton, 2004;Garfield & Ben-Zvi, 2007;Burksaitiene & Tereseviciene, 2008;Libman, 2010) supports the usefulness of different assessment methods for learning and assessment purposes. It was suggested that the report writing could be substituted for portfolio-based assessment or assessing students through Power Point presentations, group work, self-evaluation, simulation or in-class assessments (Libman, 2010).…”

Section: Alternative Assessmentsmentioning

confidence: 99%

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A qualitative investigation into the reasons for low academic achievement of international students in a private college

Bist¹,

Smith²,

Davies³

2019

IJHEM

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Although several academic studies have explored international students' academic issues in the host country, most explored either academic achievement or improving learning, teaching and assessment practices in isolation, not in concert. This study triangulates students' academic issues, learning, teaching and assessment practices used by their lecturers, and the service provision at the host institution in tandem. Specifically, we investigated the factors affecting the academic performance of first-and second-year international students studying at a private higher education provider in London, UK. To establish the extent of Low Academic Achievement (LAA), briefly, where students do not meet the learning outcomes in any summative assessment, examination board data were examined. Two student focus groups were established, and eleven lecturers involved in teaching international students were interviewed. Data were analysed using Nvivo8. The results revealed that international students experience language, socio-cultural and financial difficulties, and they must adapt to a new educational environment and find it difficult to adjust to the teaching style of their host country. Nonetheless, learning approaches of the students can be mobilised, developed and utilised in a constructive environment. Student-centred approached are preferred by the students in the classroom and use of alternative assessments was recommended by the lecturers, especially in the transitionary phase. IntroductionThis study aims to investigate the reasons for Low Academic Achievement (LAA) of first and second year international students studying at a private higher education college in London by examining (a) factors that influence international students' academic behaviour (SAB), (b) students' and lecturers' perception of learning, teaching and assessments practices used at the institution, and (c) professional services at the institution.The academic achievement of some first-and second-year students was not strong, and many were struggling to complete their programme of study. The non-completion of programs by first-and secondyear students was significantly affecting the overall progression and achievement rates at the College and this was a serious concern for the College's senior management team.LAA is a complex and multifaceted concept; there is much debate as to the factors which may influence it, and as a result no single definition of LAA exists. Every stakeholder in higher education (e.g., students, government, professional bodies and various providers) has its own view of LAA and sees the issues through their own particular lens. students fail to meet all the learning outcomes of the modules studied and therefore do not pass all the modules in an academic year and therefore do not complete their programme'. College, Staff and Student BodyThe institution where this research was carried out has a 200-year history. The institution began as school and developed into an English language College; however, since 1998 it has grown into a la...

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Section: Assessment Approachesmentioning

confidence: 99%

Section: Assessment Approachesmentioning

confidence: 99%

Section: Assessment Approachesmentioning

confidence: 99%

Section: Alternative Assessmentsmentioning

confidence: 99%

See 2 more Smart Citations

A qualitative investigation into the reasons for low academic achievement of international students in a private college

Bist¹,

Smith²,

Davies³

2019

IJHEM

View full text Add to dashboard Cite

show abstract

“…Alanyazında alternatif ölçme değerlendirme yöntemleri, günlük yaşamla ilgili konulardan seçilmiş, performansa dayalı yöntemler olarak tanımlanmaktadır (Newmann, 1997;Palm, 2008;Wiggins, 1993). Bu özelliği ile alternatif ölçme yöntemleri çoktan seçmeli ve doğru-yanlış türü gibi hazır olarak verilen cevaplar arasından seçmeyi gerektiren soruları içeren testler dışındaki yöntemler olarak da tanımlanmaktadır (Libman, 2010). Bu yöntemler arasında performans, proje portfolyo, öz değerlendirme ve akran değerlendirme sayılabilir (Anderson, 1998;Ayas, 2016;Baki, 2008;Ataman ve Kabapınar, 2012).…”

Section: Introductionunclassified

The Effect of Peer Assessment on Pre-Service Teachers’ Teaching Practices

Akpınar

2019

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Biomedical Engineering Students’ Question Posing Skill Based on Reading Scientific Articles

Dori

Allouche²,

Herscu-Kluska

et al. 2023

J Sci Educ Technol

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Alternative assessment in higher education: An experience in descriptive statistics

Cited by 26 publications

References 29 publications

A qualitative investigation into the reasons for low academic achievement of international students in a private college

A qualitative investigation into the reasons for low academic achievement of international students in a private college

The Effect of Peer Assessment on Pre-Service Teachers’ Teaching Practices

Biomedical Engineering Students’ Question Posing Skill Based on Reading Scientific Articles

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