Assessment options in higher education

Craddock, Deborah; Mathias, Haydn

doi:10.1080/02602930801956026

Cited by 72 publications

(50 citation statements)

References 49 publications

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“…Assessment has long been recognized as maintaining a central position in students' learning (Craddock and Mathias, 2009). Mode of assessment can also have a powerful influence on the learning behaviour of students (Biggs and Tang, 2007) and assessing the performance of students is one of the most important activities of instructors (Trotter, 2006).…”

Section: Discussionmentioning

confidence: 99%

Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

Adedoyin¹

2016

AJSSS

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This is a quantitative study regarding the concept on assessment practices in higher institutions of learning as perceived by BA ISAGO undergraduate students. A questionnaire was developed on the concept regarding assessment practices on a four likert scale and administered to a convenience random sample of 400 undergraduate students at BA ISAGO University in Botswana. Out of which 365 undergraduate students studying varying degree programmes responded to the questionnaire and their responses were coded, analysed using exploratory factor analytic method (available on the SPSS computer package). SPSS software produced the descriptive statistics (means and standard deviations) and factor analysis. The Principal factor with iteration was employed and varimax rotation method was also used to extract the perceived constructs on the concept on assessment practices at institutions of higher education. Seven constructs with eigen values greater than one, emerged from the factor analysis. Results revealed seven (7) main concept on assessment practices were perceived by BA ISAGO University undergraduate students. The seven main constructs were to: determine students' higher level of thinking/ cognitive abilities; provide constructive feedback for effective students' learning outcomes; allow for students' self-reflection and peer assessment of learning outcomes; use of different alternative modes of assessing learning outcomes; maintain quality assurance processes in form of assessment criteria; modify learning outcomes using formal and informal assessment procedures; identify students prior knowledge before beginning instruction. The study further determined if gender and faculty of study of students have significant influence on students' perceived concept on assessment practices at higher education. It was found that gender and faculty of study had significant influence on students' perceptions with regards to some assessment practices All these perceived assessment practices by the undergraduates would inform institutions of higher education on how to appraise undergraduate students' cognitive abilities.

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Section: Discussionmentioning

confidence: 99%

Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

Adedoyin¹

2016

AJSSS

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“…The pedagogical over emphasis on working in groups was identiied as signiicantly increasing pressure on students. Clearly, the nature of assessment is directly related to the stress experienced by students [82], including group work such as group presentations in professional-based programmes such as teaching and nursing that is deemed important (even essential) as they are perceived to provide a wealth of learning opportunities [83] and promote collaborative working, a valued graduate atribute. Nevertheless, the adverse consequences of group work must also be deliberated.…”

Section: Meaningful Engagement With Stress In Higher Educationmentioning

confidence: 99%

“…It is also critical that lecturers using this method of assessment put strategies in place to minimize 'free riding' [83] and performance anxiety (easier said than done); however, these are key determinants of stress and therefore need to be addressed. Assessment processes need to be created cognizant of ensuring that students are not disadvantaged in terms of their grade potential by repeated exposure to the same assessment process, which has the potential to disadvantage them repeatedly [82].…”

Section: Meaningful Engagement With Stress In Higher Educationmentioning

confidence: 99%

Challenging Performativity in Higher Education: Promoting a Healthier Learning Culture

Deasy¹,

Mannix‐McNamara²

2017

Global Voices in Higher Education

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The nature and context of education have changed dramatically in recent decades. The increased prioritisation of standardisation, performance indicators and metrics often means that holistic, afective and wellbeing education are seen as less important in the educational endeavour. The value of education for education's sake is under siege. Previous emphasis on the education of the whole person (i.e., moral and creative aesthetic development) is often replaced by a more functionalist perspective of education as servicing economic need and global capitalist interests. Marketization of education has increased at an exponential rate and has had an adverse impact on the health and well-being of both educators and students. This chapter elucidates how the triad of assessment, student well-being and academic well-being intersects in the ever increasing performative and neo-liberalist cultures of higher education. It demonstrates the reciprocal dynamic of stress that is becoming more and more evident among educators and students. The chapter makes the case for more empowering and human-centred educative contexts in order to facilitate beter educational outcomes for students and healthier outcomes for all involved in the educational endeavour.

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“…Assessing student performance is one of the most important activities educators undertake (Ellington1999; Trotter 2006 cited in Craddock & Mathias, 2009). ''English language learners have a variety of goals, and assessment should determine if these goals have been met'' or not (Green & Andrade, 2010, p.322).…”

Section: Rationalementioning

confidence: 99%

“…These kinds of tasks can be carried out through group work or project-based learning (Keppel & Carless, 2006). Moreover, assessment tasks should motivate learners to produce their best performance and should be aligned with the objectives of the course (Gibbs).Moreover, offering a variety of assessment tools is often recommended for good practice (Craddock & Mathias, 2009). Secondly, student involvement in the assessment is considered as the second strand of learning-oriented assessment (Falckikov, 2005).…”

Section: Learning-oriented Assessment Frameworkmentioning

confidence: 99%

In Search for Implementing Learning-Oriented Assessment in an EFL Setting

Ali¹

2013

WJEL

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Learning-oriented assessment (LOA) is a kind of assessment which is used to promote and stimulate learning, and improve instruction and teaching. Learning-oriented assessment is viewed as crucial to language assessment. Therefore, this paper is an attempt to explore whether teachers support the notion of using LOA in an ELF setting or not ,why do teacher support the use of it, how can LOA be implemented, and what are the possible challenges that might be encountered in implementing LOA. 25 teachers were surveyed to answer the six open-ended questions raised by the study. The findings showed that all teachers are in favour of LOA and they support its use and implementation because they believed that it could help learners to learn better and promote active learning. They believed that the best way for implementing LOA is through training both of teachers and students in using self-evaluation, peer-assessment and portfolio assessment techniques and principles. Moreover, assessment tasks should be made as learning tasks and should be well-aligned with the curriculum objectives and goals, and timely feedback should be given to students to scaffold their learning.

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Assessment options in higher education

Cited by 72 publications

References 49 publications

Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

Challenging Performativity in Higher Education: Promoting a Healthier Learning Culture

In Search for Implementing Learning-Oriented Assessment in an EFL Setting

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