The Role of Assesment in Higher Education

Table of means NoTitlePage No 1Introduction 2Role of perspicacity in program heading , fancy uping & command 3 perspicacity for scholarship v Assessment of instruction 4. burdens and bear ons ? Abstract Assessment is an constitutional part of curriculum practice. The prime consideration of rearingal innovations ar the outcomes of larn, the enhanced abilities stu retreatts can demonstrate beca engross of their increase in intimacy , able to adapt and understand to deviates because of their university puzzles.Our concern is how erudition takes effect and how pedagogics and opinion affect the quality of learnedness in invest for disciples to explicate the knowledge and competencies that is demandd for the work place. To acquire these indus return relevant skills lecturers suggest judgement be integral to teaching and how breeding activities argon structured. Hence , this report reviews the consumption of sound judgement in curriculum design & change, it s importance of continuous judicial decision for enhancing attainment, common judgment practices and it issues and concerns. 1. Introduction In this report, lit researched was with regards to the role of sagacity in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of sagacity in curriculum design, implementation and sweetener of learning. 1. What is curriculum and the role of estimate in curriculum ontogenesis and enhancement? 2. What is Assessment of learning v Assessment for Learning and the practices in higher(prenominal)(prenominal) education 3.Issues and concerns on assessment in teaching and learning at institutions of higher learning? 2. Assessment as a part of curriculum practice Curriculum is a Latin intelligence and it refers to a word form or a track to be followed. In education, the focus is learning, therefore the or so book interpretation for the word curriculum is viewed as a course or visua lise for learning (ef. Taba , 1962). (Howell and Evans, 1995) defines curriculum as the what of teaching. I would define curriculum as a course of employment.Then the process of curriculum break inment can be countn in short where one develops a product, which involves an current remedyment. Curriculum development is a long cyclic process of research, designing, implementing and evaluating learning outcomes ground on the interest, needs and capabilities of learners, and the many stakeholders, which directs enhancement. The literature review report is in relation to the role of assessment in curriculum development and enhancement of Teaching and Learning. What is Assessment?Assessment is any process that evaluates an individuals knowledge, understanding and skills. Van den Akker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates most(prenominal) bookman learning, the curriculum and the ac ademic policies. Thus educators strongly believe that assessment and curriculum be coordinated in the curriculum cycle. For example, Students achievement of knowledge and skills atomic number 18 reckond by assessment.Lecturers manage teaching and assessment of student competence according to the level of the course, giving grades, guiding and counselling and so on. These can totally be possible if there be effective assessment procedures in the curriculum administration and practice. In 1995 the Assessment Forum of the American Association of Higher tuition led by Thomas A. Angelo went by an interactive process to develop a definition of assessment. The end-result of that definition process is as follows Assessment is an on way out process aimed at understanding and alter student learning.It involves making our expectations explicit and public setting appropriate criteria and high standards for learning quality systematically gathering, analyzing, and interpreting evidence to determine how well per embodimentance matches those expectations and standards and apply the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can uphold us focus our collective attention, examine our assumptions, and create a sh ared academic culture devote to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7) In order to measure a students learning outcome, progression and competence attained, various types of information need to be gathered to determine the degree of students attainment in the learning outcomes for the curriculum. Various methods of formal and wanton musing of students during their learning, examinations and try outzes, performance on assignments, projects and presentations are utilize to gather this information. Lecturers advise that there should be a plan for assessment at programme, course and le sson level, which is often overlooked.As Pratt (1998) verbalise, to make sure student achievements and grades reflect the learning outcomes established, assessments moldiness be carefully planned, conducted, subject to continuous analysis, military rank and enhancement. Learning outcomes (knowledge and competence of students), assessment, and teaching are all parts of an integrated whole. Assessment is believed to be essential to the teaching process in delivery and experience of the curriculum. But some students think of assessment as a form of control for lecturers. As (Pratt, 1998 Haladyna & Downing, 2004) stated when students progress from one semester to a nonher they stick displeased and suspicious or so the assessment practices, and regarding them to be foul and a means to demonstrate favouritism and punishment. In institutions of higher learning, educators have the choice to choose the assessment types and practices. Since assessment results affect academic competence , educators are required to create a conducive learning environment and make assessment integral to educational processes.In an encouraging learning environment a healthy duologue takes place, trying out ideas, reflection, discussion, want questions and enjoy the process of learning. (Pratt, 1998) Assessment is an all-important(a) component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the classroom is withal an important kind of assessment. This allows the instructor to gauge how well the lesson is going and whether learning is taking place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment table services in identifying learning difficulties, students strength and weakness. This then allows the instructor to set questions that can help build on the students weaknesses both officially and informally. Secondly assessment provides feedback on the learning. Information from assessment he lps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government sectors, accreditation body, and professional bodies.Assessment in the form of quizzes, tests, class projects, assignments and informal observations declare how well a student has achieved the learning outcomes and grade in his/her course, module or unit (Nittko, 2004). Besides, assessment points students to pedagogical priorities and directs students approach to experience course curriculum. Classroom questions test and examinations would indicate to students, important topics of the curriculum. Example, if questions are based on trivial information, then students focus would be at factual recall and knowledge.If tests require substantive knowledge and deep understanding then students change their perspective to curriculum. Assessment motivations, improves self substitution class and a sense of self power of students. When assessment is well designed, it produces success in learning it motivates and stimulates student confidence and wanting to learn. Meherus and Lehman (1991) describes assessment as an important tool as it increases motivation towards their course, which establishes healthy study habits, which also provides feedback to lecturers to determine students strengths and weaknesses.Assessment gives lecturers an opinion on students learning. Assessment results change the lecturer to provide pull ahead steerage about their learning. Therefore, lecturers in institutes of higher learning should be aware of the significant role of assessment in curriculum and thus have the skills and tools to effectively setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be defined as a form of positive formal feedback e. g. ecturers colour self-assessment systems provides informal feedback e. g. dialogue teaching catch interaction it gives an opportunity to the student to try and apply knowledge, skills and their understanding assessment tasks that are relevant it guides students to develop independence and it has an appropriate balance betwixt summative and formative assessment. There should be a balance surrounded by formative and summative assessments. endless assessment or assessment for learning is practiced less compared to summative assessment.As stated by superficial (2004), lecturers in institutions of higher learning tend to choose more(prenominal) for theoretical knowledge than for practical and adjectival knowledge in assessing students. Such assessment focuses on theory and concepts really do not help students for the real world. This limits the students of skills that employers look for. Brown & Glaser (1999) states improving on assessment practice improves student learning. Further to that, standards of learning rose through ongoing assessment practic e. It is noted that students behaviour and attitude towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging problems with assessment for learning. Problems determine by Black and William (2004) with regards to assessment for learning in institutions of higher learning as Assessment methods used by lecturers are not effective to conjure good learning Grading practices gives rise to disceptation rather than self improvement and Feedback on assessment if practiced, often has a negative impact on less performing students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the basic problem with assessment practice in institutions of higher learning, as a couple between learning outcomes and the assessment methods and criteria used by lecturers to assess and grade their students. Frequently, learning outcomes are expect t o demonstrate deprecative thinking and problem solving skills, but the assessment type used would most frequently focus on recalling and recognition of content learned. Assessment used for the purpose of promoting student learning is described as assessment for learning.Assessment used for accountability purpose, grading or certification is assessment of learning. Assessments that promote enhancement to learning is one where there is a continuous process of back and frontward between the student and the lecturer which provides feedback on progression until the outcome is well met. This sort of assessment is called assessment for learning when assessment evidence is used to adjust teaching to meet learners needs and difficulties (Black & William 1998). Assessment is part and ploughshare of learning. Assessment in fact, shapes learning.Much has been discussed and written that to enhance student learning, assessment has to be integrated with teaching (Wright, et. al, 1997). Gibbs an d Simpson (2005) regards assessment for learning as a system which directs and controls student learning based on the power of summative assessment and grades in addition to providing feedback. Assessment and teaching has to be blended to contribute to the goal of improving learning. Good instructors do pay careful attention to assessment and teaching, and to have learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real importance of assessment. As Black & William (1998) says this could also be because lecturers are not well trained in this area. In most institutions of higher learning assessment is used to test knowledge and does not test the critical and problem solving skills. Example, nine-fold choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In pedigree to this, the industries demand for transferable skills like communication, informat ion retrieval, critical thinking, problem solving.And because of this, institutions have fast inclined to formative, holistic form of assessment which is described as authentic assessments. However, as Black & William (1998) argues that traditional form of assessment cannot be easily replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that conventional assessment method based on theories and psychometric principles conflicts with implications of assessment for learning which is based on cognitive and constructive learning standards.James (2003) findings indicate a number of major effects with assessment methods and students self-perception and confidence level. For many students, they were disappointed with feedback, on how to improve their level of competence, for others was the concern on how to achieve higher marks. Term exams were rarely discussed or available so that students could use them to i mprove their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guiding principles for this to happen. James (2003) had put forth the following guiding principles for assessment for learning Ensure ssessment methods used promote and reward desired learning activities and outcomes. Students have got clear instructions on assessment requirements. Provide effective and timely feedback with comments on a continuous basis. The first principle is based on Blooms taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James 65) states the following Assessment procedures in higher education are likely to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed score procedures and techniques is obvious, if collective responsibility for candidates is maintained, full openness between colleagues an d demonstrable internal consistency of courses and related assessment procedures are vital importance There can be a problem in generalized good assessment practices for learning. Different subject discipline like Engineering versus psychology would have unalike pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may discord for different subjects (Black & William, 2004).Boud (1990) suggests alternate developments in student assessments in higher education, which is careful monitoring of assessment to see how relevant they are to the students. He also challenges that current assessment methods do not really prepare students to the real world. Meherns & Lehman, 1991 & Nitko 2004, state quality teaching and assessment are intertwined. They greatly improve students learning. Teaching impart be effective when teaching activities, learning outcomes and assessment methods are well aligned.As Nitko (2004) suggests 4 key questions lecturers got to ask themselves when preparing for teaching and to implement continuous assessment. Is my lesson going well? Is there progression in student propensity? To align to these questions suggested assessment methods could be classroom observation during class activities, response to questions and students interactions. How can I improve to make the learning activity better? Diagnosis types of errors made by students, identify students who are not participating and also at the assessment methods used. What feedback to be given about the students learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. in the end are the students ready to progress to the next level? Informal observation, checking and questioning students about their understanding of homework, test, quiz and grades obtained to decide on their progress to their next learning or do they require remedial instructi ons. Lecturers should use a variety of assessment methods to help student achieve the learning outcomes as stipulated in the course curriculum. In most cases lecturers generally use pen-and-paper achievement tests.Meherns & Lehman (1991) argue that classroom evaluation should not be restricted to pen-and-paper but other forms like observation techniques, checklists etc. Continuous assessment is practical for ordinary classroom use. Test, presentations, projects, journal, collaborative works are some that could be used to assess students and lecturers their stand in relation to knowledge and skills. Smith (2003) and Shepard (2001) stated that assessment trends are moving away from traditional methods to a variety of new approaches. For instance, Observation is greatly used by experienced teachers to identify students progression or having difficulties.Portfolio or records of work are also another form of assessment practice. Portfolio is a kind of register where students written wo rks are kept. Portfolios provide cumulative evidence of learning over time in much detail and substance than a mere list of scores. Self and peer assessment are also essential to learning. Students self-reflection and their understanding are used to inform for further teaching and areas the lecturer needs to spend more time and effort. Brookhart (2001), Shepard (2001), and Stiggins (1999, 2001) maintained that students should be actively involved in self-evaluation as a form of assessment.Their argument was that students need to monitor their own progress by applying ongoing feedback that is helpful in showing them how to meet the ultimate learning outcome. However, self-assessment is only possible when lecturers help students develop assessment skills, because it is difficult for students to think of their work in terms of learning outcomes (Black & William, 2004). Peer-assessment is also another important form of assessment. The learning task is placed in the hands of the students . While the lecturer is able to go on and reflect on what is happening and frame helpful interventions.The lecturer finds this form very helpful indeed. Misconceptions are highlighted and these are discussed when they go over the assessment. These forms of assessment require student active learning. As one student stated after a student marking my assignment, I can now acknowledge my mistakes easier. I hope that it is not just me who learned from the work but the student who marked it also (Black & William, 200416). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state ways for improvement.Grades or marks are not providing enough feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, stick out & William (2004) stated marks are likely to set comparison while only feedback and comments help them to improve. seek studies on feedback showed 60% improvement on performance. Feedback with no comments was more of judgement or grade with no indication for improvement (Black & William, 2004) Hence it is important for the enhancement of student learning that lecturers emphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment leave behind be the lecturers. Especially here in Malaysia in the private sector , many lecturers lack the knowledge in assessment practices. Universities and college do not believe in investing in training. Another grammatical constituent is lecturers have heavy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. Cost Costs to the faculty and institution are an important factor. Some form of assessment processes can be time consuming, involving student supervision in observation of activities.Time, of course, is mone y. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use innovative methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weightage on coursework, so student achievement has appeared to improve the assumption coursework is easier then exams. In some cases institutions do not have a quality system in place. Validity and reliability of assessment could be questionable. ConclusionAssessment is a vital component of curriculum practice that has important contribution for effective practice and operations of curriculum. Lecturers acknowledgement for continuous assessment practice has significance for students learning of knowledge and skill. Lecturers should set assessment tasks that are practically challenging, provide feedback as they assess and get students engaged in the assessment process. Finally lecturers should change their views and practices of assessm ent and be committed to prepare competent graduates with the knowledge and skill in their specific sketch of study for the market place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum PerspectivesAn Introduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in Education 5(1) Black,P. ,and William,D. (2004). Inside the Black Box Phi-Delta kappan, 86(1)9-21 Diamond, R. M. (1998). Designing and Assessing Courses and Curricula A practical Guide. Sanfrancisco Jossey-Bass Inc Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education 15(5) 101-111 Gibbs, G. & Simpson, C. 2004-5) Conditions under which assessment supports students learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S. M. (2001). flourishing students formative and summative use of assessment information. 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