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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.

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 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.

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.

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.

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.

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?”

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.

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.

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

This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.

A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.

The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.

This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The authors report results from multiple assessments conducted during recent training events at a mid-sized, research-intensive institution and discuss implications for educational development.

Using pre/post-assessments, the author measured participants' learning gains and skill development. In Study 1, the authors measured learning gains for 109 computer science GUSIs randomly assigned to complete the modules or not. Participants who completed the modules performed significantly better on the post-assessment relative to the control group across all seven module learning objectives aligned with GUSI responsibilities. In Study 2, we iterated on both assessments and modules, replicating Study 1 results for GUSIs from other quantitative disciplines. In Study 3, the authors compared learning gains from online modules to in-person training sessions, focusing on the authentic task of providing written feedback on student work.

Proficiency improved equally and significantly via both training modalities.

At research-intensive universities, GUSI training can be inconsistent and difficult to scale and rarely assessed via direct measures of outcomes. To the authors’ knowledge, this is the first study to rigorously measure GUSI skill development via authentic assessment tasks such as grading student work and/or providing effective written feedback rather than simply testing knowledge. This study also addresses implications for designing and implementing effective GUSI training at scale.

To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research.

The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment.

A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented.

The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.

The purpose of this paper is to provide a more complete theoretical model of retail e‐learning assessment module use. The location (i.e. onsite versus offsite) of assessment and prior experience is treated as moderators between motivation/intention, uses, and value; and differences between subjective and objective value are investigated.

An exploratory, semester‐long, single‐course experiment was conducted using students (n=37) from Mexico and the USA enrolled in a retail‐focused marketing course at a university located near the border between the two countries.

Extrinsic and intrinsic motivations predict participants' use of e‐learning assessment modules. The objective and subjective value of assessment is strongly impacted by the individual's prior performance. Location of assessment moderator is significant.

In addition to focusing on intrinsic and extrinsic motivations, retailers should also consider the possibility that prior experience and location of assessment can affect use and value. Prior experience levels of the participants were found to affect use. Retailers are cautioned not to assume mistakenly that increased use of e‐learning assessment modules results in lower performance. Rather, people that performed better in the past are less likely to use the modules. It is also found that when individuals can take the assessments offsite (e.g. at home, on the road), there is a positive impact on both objective and subjective performance. Retailers should examine the potential of permitting employees to take assessments from home (over the internet) or other remote locations.

The paper highlights the fact that many retailers have adopted e‐learning assessment technologies that include options for either onsite assessment (e.g. kiosks/PCs in human resource/training rooms) or offsite assessment that operations management and corporate staff can perform outside the office. However, little is known about what motivates people to use e‐learning assessment, and how it affects performance across these two locations for assessment. Moreover, knowledge of how location of use influences the relationships is currently missing.

The purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.

A survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.

First, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.

The sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.

There are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.

Our findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

The aim of this paper is to describe how academic institutions that focus improvement of student learning do much better than those that focus on compliance and assessment.

A reflective observation of institutional interaction with the North Central Association Higher Learning Commission, especially the 264 colleges and universities that have participated in the Commission's assessment workshops, provides insight into the characteristics that make the most positive difference.

The paper finds that academic institutions do better when: assessment is best understood as the means and student learning itself as the end; shared responsibility and collective capacity are intentionally developed; internal leaders, of different types, are identified and developed; collaborative processes that actively engage people replace concerns about buy‐in; institutions jump in and learn as they go along; program review becomes an area of shared faculty/administration interest; changed, parallel or separate core processes permit attention to enduring issues; and institutions begin wherever they chose to begin and from there develop the means to complete a full cycle of outcomes assessment. Another more recent emphasis is the need to inform the public and other stakeholders about what students are learning.

This paper draws on the insights of those who work at the Higher Learning Commission, who share the unusual perspective of having experience of dealing with hundreds of academic institutions.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition.

This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school.

The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions.

The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.