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Article
Publication date: 13 July 2012

Mahmoud F. Alquraan

The purpose of this paper is to explore the assessment methods used in higher education to assess students' learning, and to investigate the effects of college and grading system…

1336

Abstract

Purpose

The purpose of this paper is to explore the assessment methods used in higher education to assess students' learning, and to investigate the effects of college and grading system on the used assessment methods.

Design/methodology/approach

This descriptive study investigates the assessment methods used by teachers in higher education to assess their students' learning outcomes. An instrument consisting of 15 items (each item is an assessment method) was distributed to 736 undergraduate students from four public universities in Jordan.

Findings

Findings show that traditional paper‐pencil test is the most common method that is used to assess learning in higher education. Results also show that teachers in colleges of science and engineering and colleges of nursing use different assessment methods to assess learning, besides traditional testing such as: real life tasks (authentic assessment), papers, and projects. Also, the results show that teachers use the same assessment methods to assess learning, despite the grading systems (letter or numbers) used at their institutes.

Research limitations/implications

The sample of the study was limited to undergraduate students and teachers' points of views about the frequent use of assessment methods were not studied.

Practical implications

Higher education institutes should encourage teachers to use new and modern assessment methods as well as traditional paper‐pencil testing, and study the reasons for not using these new methods.

Originality/value

The paper should alert the higher education institutes about the important of developing the assessment process, through knowing their students' points of view about the assessment methods. This will help to get students involved in the learning process.

Details

Education, Business and Society: Contemporary Middle Eastern Issues, vol. 5 no. 2
Type: Research Article
ISSN: 1753-7983

Keywords

Article
Publication date: 31 May 2012

Siham El-Kafafi

The purpose of this paper is to explore the various approaches and tools of assessment used in both schools and tertiary education in New Zealand and their impact on the…

Abstract

Purpose

The purpose of this paper is to explore the various approaches and tools of assessment used in both schools and tertiary education in New Zealand and their impact on the improvement of the quality of teaching and learning. The objective is to answer the research question: “Does one size fit all?”

Design/methodology/approach

The paper comprises an analysis of the existing assessment tools (i.e. traditional and new modes of assessments) being practised in New Zealand, relating them to real cases from the author ' s practical experience in the field, i.e. drawing on both primary and secondary data.

Findings

Assessment is found to be an integral part of providing a quality teaching and learning experience for the adult learners, their long life learning process and their participation in the community and the national economy. The study indicated that one size does not fit all if we are aiming at serving our students the best way.

Originality/value

The paper proposes criteria required for an effective quality learning experience, for both educators and earners. It further emphasizes the importance ofassessment for learning” techniques rather than “assessment of learning”.

Details

World Journal of Science, Technology and Sustainable Development, vol. 9 no. 2
Type: Research Article
ISSN: 2042-5945

Keywords

Article
Publication date: 11 March 2024

Luisa Fernanda Manrique Molina, William Fernando Durán and Carlos Augusto Valencia

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable…

Abstract

Purpose

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.

Design/methodology/approach

For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).

Findings

It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.

Research limitations/implications

One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.

Practical implications

Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.

Social implications

Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.

Originality/value

This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

Book part
Publication date: 28 September 2020

Bongani D. Bantwini

This chapter discusses whether or not there is congruence between the assessment and pedagogical approaches used when teaching natural science and technology education in South…

Abstract

This chapter discusses whether or not there is congruence between the assessment and pedagogical approaches used when teaching natural science and technology education in South Africa. According to the South African Department of Basic Education’s Curriculum and Assessment Policy Statement, student assessment is integral to the teaching and learning process. This chapter draws from a research project undertaken in a large province in South Africa. The main participants were grade 4 teachers who taught natural science and technology education, which is science education. Data collection was through semi-structured interviews conducted as well as classroom observations. Guiding the chapter were the following questions: (1) What are teachers’ common understanding and rationale for assessment? (2) What were the common assessment approaches in the observed classrooms and their alignment with pedagogical approaches used by the teachers? (3) How did teachers determine the assessment method that resonated with the used pedagogical approaches for their lessons? The analysis of data followed the iterative approach as suggested by Miles and Huberman (1994). This chapter reveals the lack of congruency between pedagogical and assessment approaches used in teaching, showing a clear lack of wholistic thinking about both teaching and learning process. What further emerged was that assessment was mainly utilised for compliance purposes and not to quality assure the teaching and learning of the students. Thus, the author argues that there is a need for congruence between pedagogical approaches and assessment methods in order to benefit teaching and learning processes. The author cautions that the danger of tick-box compliance without considering the lifelong implications on the students as programme beneficiaries. The author views the tendency to please authorities as nullifying the whole purpose of teaching and learning, which should benefit students by developing them to critical thinkers, problem solvers and productive future citizens of the country.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

Keywords

Book part
Publication date: 23 November 2020

Karen Singer-Freeman, Christine Robinson and Linda Bastone

Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within…

Abstract

Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within colleges and universities in the United States. Specifically, we address how assessment professionals (faculty or staff whose primary job involves accreditation or the assessment of student learning) can encourage increased educational equity while supporting academic freedom. The authors offer a unique perspective. As former faculty members, current assessment practitioners, and a current academic administrator, we work to ensure that our institutions are using assessments of student learning to improve learning for all students. This work gives us insight into the ways in which assessment information shapes institutional efforts, balancing the rights of faculty to control the curriculum with the rights of historically underserved students (including students from underserved ethnic or racial groups, first generation college students, students from low-income households, and students with special needs or disabilities) to receive a quality education. We propose that one solution to this apparent conflict is to provide faculty with data that allow them to analyze the ways in which their assessment choices influence educational equity. To contextualize our work in this area we summarize institutional and faculty freedoms and discuss areas of conflict. We then describe ways to reduce areas of conflict by creating a culture of inquiry that centers around consideration of data and opportunities to modify assessments to increase educational equity.

Abstract

Details

Remembering the Life, Work, and Influence of Stuart A. Karabenick
Type: Book
ISBN: 978-1-80455-710-5

Book part
Publication date: 9 December 2016

Radmila M. Rasmussen

This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as…

Abstract

Purpose

This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes.

Methodology/approach

A case study methodology was applied to characterize the diversity of assessment and evaluation in I&E-education. Covering major scholarly disciplines 10 cases were selected based on mapping of course outlines obtained from university databases across 7 Danish universities. Semi-structured interviews were conducted with course responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback.

Findings

The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience that logbooks, learning journals, prototypes, informal feedback session with stakeholders have a crucial potential for enhancing students’ transformative learning.

Research limitations

This study is descriptive and solely based on the educators’ perspectives. To provide more scientifically sound knowledge on the relationship between assessment types and I&E learning outcomes, future research should include students’ perspective and preferably apply both quantitative experimental and qualitative research designs.

Practical implications

The study provides inspiration to educators, researchers, and policy-makers on how to conduct assessment that stimulates students learning in I&E-education.

Originality/value

Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement of student learning.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

Book part
Publication date: 25 July 2014

Geoffrey T. Crisp

This chapter will explore how assessment might look in next generation learning spaces where we have the potential to merge physical and virtual activities. Students now have…

Abstract

This chapter will explore how assessment might look in next generation learning spaces where we have the potential to merge physical and virtual activities. Students now have ready access to a world of resources within their classroom and this fundamentally changes the nature of learning and assessment. The trend toward gamification of learning and assessment will be examined and the issue of assessment in new educational environments such as MOOCs will be explored. The impact of the semantic web (Web 3.0), where web objects and their context are all linked and objects have memory of how an individual student used them on previous occasions, will be discussed.

Next generation learning spaces encapsulate the affordances of both physical and virtual spaces and yet many assessment tasks are still designed as if students occupied only one of these spaces. Teachers will need to design more authentic, meaningful tasks that will engage students in using the full range of their capabilities and available resources, both physical and virtual. Students come together physically to engage in the social construction of their knowledge and can use the virtual spaces to broaden the social dimension of their learning environment.

Gamification of learning and assessment will require new approaches to defining tasks as teachers will need to decide how to incorporate diagnostic, formative, and summative assessment components within a more holistic educational environment. Game theory will be blended with learning theory in curriculum design and will result in the redesign of learning and assessment activities that are based on engagement (flow), user needs, and an evidence-centered design approach.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

Keywords

Book part
Publication date: 29 January 2021

Katrina Crotts Roohr, Margarita Olivera-Aguilar and Ou Lydia Liu

For more than a decade, there has been an increased focus on the need for accountability and transparency about the value that United States and international higher education…

Abstract

For more than a decade, there has been an increased focus on the need for accountability and transparency about the value that United States and international higher education institutions add to students' knowledge and skills to help increase their economic productivity and career opportunities. This focus on accountability and transparency within the U.S. dates to 2005 when former US Secretary of Education Margaret Spellings established a Commission on the Future of Higher Education to develop a national strategy for higher education reform. This led to an increased focus on measuring value added within higher education institutions and using value-added scores to make institutional comparisons. This chapter presents a brief history of value added within the United States and presents high-level summaries of initiatives, assessments used to measure value added, and a review of how value added is measured. We also present challenges around methodology and interpretation of results. Lastly, we discuss some of the future directions in evaluating value added in higher education and areas for future research.

Details

Learning Gain in Higher Education
Type: Book
ISBN: 978-1-83867-280-5

Keywords

Abstract

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-869-8

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