'The Role of Assesment in Higher Education\r'

'T commensurate of Content NoTitlePage No 1 portal 2Role of opinion in plan design , larn & pedagogics 3appraisal for knowlight-emitting diodege v opinion of Learning 4. push throughs and restores ? tweet sound judgment is an integral part of tell apart naturalize. The prime(a) consideration of fosterageal institutions be the come outcomes of cognition, the enhanced abilities scholars evoke demonstrate because of their increase in friendship , able to adapt and understand to changes because of their university be intimates.Our concern is how discipline takes consummation and how teaching and idea change the quality of in tuneation in ordering for schoolchilds to acquire the companionship and competencies that is compulsory for the break down place. To acquire these industry relevant learnings proofreaders signify sound judgement be integral to teaching and how learnedness activities be structured. Hence , this musical theme reviews the function of appraisal in course design & change, it’s enormousness of round-the-clock judgment for enhancing acquisition, common sound judgement practices and it issues and concerns. 1. Introduction: In this report, literature researched was with regards to the case of estimate in curriculum design & change. Thus this report tries to say the fol natural de twitchioning questions in order to highlight the role of appraisal in curriculum design, actionation and enhancement of instruction. 1. What is curriculum and the role of sagacity in curriculum development and enhancement? 2. What is sound judgment of erudition v judgment for Learning and the practices in higher(prenominal)(prenominal) direction 3.Issues and concerns on assessment in teaching and breeding at institutions of higher teaching? 2. Assessment as a part of curriculum practice computer program is a Latin word and it refers to a ‘ play’ or a ‘track’ to be f ollowed. In pedagogics, the instruction is reading, therefore the close to appropriate meter reading for the word curriculum is viewed as a style or ‘plan for culture’ (ef. Taba , 1962). (Ho head and Evans, 1995) defines curriculum as the ‘what’ of teaching. I would define curriculum as a course of study.Then the run of curriculum development faeces be seen in short where sensation develops a product, which involves an ongoing make betterment. Curriculum development is a want cyclic work of research, designing, implementing and evaluating encyclopaedism outcomes ground on the interest, privations and capabilities of learners, and the more 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 carry out that evaluates an individual’s knowledge, sympathy and skills. Van den A kker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates nearly scholar learning, the curriculum and the academic policies. Thus educators strongly believe that assessment and curriculum be integrate in the curriculum cycle. For example, Students accomplishment of knowledge and skills atomic occur 18 jelld by assessment.Lecturers manage teaching and assessment of disciple competency according to the level of the course, giving enjoins, command and focal point and so on. These gutter only if be potential if in that respect argon telling assessment procedures in the curriculum administration and practice. â€Å"In 1995 the Assessment meeting place of the American Association of Higher bringing up led by Thomas A. Angelo went through with(predicate) an inter busy make to develop a definition of assessment. The end-result of that definition process is as follows:” â€Å"As sessment is an ongoing process aimed at understanding and alter student learning.It involves making our expectations open and public; brandting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting register to regain how wellspring per shitance matches those expectations and standards; and using the resulting information to document, explain, and amend performance. When it is embedded efficiently within larger institutional systems, assessment can help us cerebrate our collective attention, examine our assumptions, and create a divided academic agriculture dedicated to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7)” In order to measure a student’s learning outcome, overture and competency attained, different types of information contract to be gathered to determine the degree of student’s attainment in the learning outcomes for the curriculum. un alike methods of stiff and informal note of students during their learning, examinations and quizzes, 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 lesson level, which is often over looking ated.As Pratt (1998) state of matterd, to make sure student achievements and grades reflect the learning outcomes established, assessments must be cautiously planned, conducted, subject to continuous analysis, evaluation 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 whatsoever students think of assessment as a form of control for lecturers. As (Pratt, 1998; Haladyna & D leting, 2004) stated when students progress from one semester t o another they become displeased and suspicious astir(predicate) the assessment practices, and regarding them to be unfair and a intend to demonstrate favouritism and punishment. ” In institutions of higher learning, educators energise the choice to choose the assessment types and practices. Since assessment results affect academic competence, educators are required to create a conducive learning environs and make assessment integral to educational processes.In an encouraging learning environment a healthy dialogue takes place, trying out ideas, reflection, discussion, ask questions and enjoy the process of learning. (Pratt, 1998) Assessment is an essential component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the schoolroom is in any case an fundamental kind of assessment. This allows the teacher to gauge how well the lesson is going and whether learning is winning place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment helps in identifying learning punishingies, students’ strength and weakness. This then allows the instructor to set questions that can help build on the student’s weaknesses both formally and informally. Secondly assessment set asides feedback on the learning. Information from assessment helps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government areas, accreditation body, and professional bodies.Assessment in the form of quizzes, demonstrates, 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. schoolroom questions test and examinations wo uld 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 aspect to curriculum. Assessment motivations, improves ego image and a soul of self power of students. When assessment is well designed, it produces triumph in learning; it motivates and stimulates student confidence and scatty 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 enable the lecturer to provide further guidance about their learning. Therefore, lecturers in institutes of higher learning should be aware of th e real role of assessment in curriculum and therefore fuck off the skills and tools to strongly setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be outlined as: •a form of positive formal feedback [ e. g. ecturers comment; self-assessment systems] •provides informal feedback [ e. g. dialogue teaching; mates 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 emancipation and •it has an appropriate balance amongst additive and fictile assessment. There should be a balance between formative and summational assessments. round-the-clock assessment or assessment for learning is practiced less compared to summative assessment.As stated by Careless (2004), lecturers in institutions of higher learning tend to choose more for hypothetical knowledge than for practical and procedural knowledge in assessing students. Such assessment focuses on theory and concepts rightfully 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 practice. It is noted that students’ behaviour and placement towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging chores with assessment for learning. Problems identified by portentous and William (2004) with regards to assessment for learning in institutions of higher learning as: •Assessment methods use by lecturers are not effective to instigate good learning •Grading practices gives rise to competition rather than self value and •Feedback on assessment i f practiced, often has a negative impact on less perform students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the raw material problem with assessment practice in institutions of higher learning, as a mismatch between learning outcomes and the assessment methods and criteria use by lecturers to assess and grade their students. Frequently, learning outcomes are expected to demonstrate slender thinking and problem solving skills, that the assessment type utilise would most frequently focus on recalling and recognition of content learned. Assessment apply 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 parent enhancement to learning is one where there is a continuous process of back and forth between the student and the lecturer which provides feedback on p rogression until the outcome is well met. This variant of assessment is called ‘assessment for learning’ when assessment evidence is used to adjust teaching to meet learners need and difficulties ( downcast & William 1998). Assessment is part and parcel 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 and 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 immingle to contribute to the goal of improving learning. Good instructors do pay elaborated attention to assessment and teaching, and to nominate learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real richness of assessment. As mor dant & 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 searing and problem solving skills. Example, multiple choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In contrast to this, the industries demand for transportable skills like communication, information retrieval, critical thinking, problem solving.And because of this, institutions down 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 slow replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that unoriginal assessment method based on theories and psychometri c 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 attach. Term exams were rarely discussed or available so that students could use them to improve their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guide 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 gravel got pinch instructions on assessment requirements. •Provide effective and timely feedback with comments on a continuous basis. The commencement exercise principle is based on Bloom’s taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James: 65) states the following: â€Å"Assessment procedures in higher education are in all probability to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed marking procedures and techniques is obvious, if collective accountability for candidates is of importtained, full openness between colleagues and demonstrable versed consistency of courses and related assessment procedures are full of life importance” There can be a problem in generalised good assessment practices for learning. Different subject discipline like technology versus psychology would have different pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may differ for different sub jects (Black & William, 2004).Boud (1990) suggests derail 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 will 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 leaning? To align to these questions suggested assessment methods could be classroom observation during class activities, reaction to questions and students’ interactions. •How can I improve to make the learn ing 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 student’s learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. •Finally are the students create from raw material to progress to the next level? Informal observation, checking and oppugn 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 instructions. Lecturers should use a class 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 othe r forms like observation techniques, checklists etc. Continuous assessment is practical for everyday classroom use. Test, presentations, projects, journal, cooperative 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 contemptible away from traditional methods to a variety of in the raw approaches. For instance, Observation is greatly used by undergo 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 file where student’s written works are kept. Portfolios provide additive evidence of learning over time in much detail and substance than a unblemished 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 ar eas the lecturer take 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. art object the lecturer is able to observe 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 req uire student active learning. As one student stated ‘ aft(prenominal) 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, 2004:16). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state slipway for improvement.Grades or marks are not providing sufficient feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, Back & William (2004) stated marks are likely to set comparison; date only feedback and comments help them to improve. Research 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 e mphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment will 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 put in training. Another factor is lecturers have fleshy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. be 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 money. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use advanced methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weig htage 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. validness and reliability of assessment could be questionable. ConclusionAssessment is a live component of curriculum practice that has important voice 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 assessment and be committed to prepare competent graduates with the knowledge and skill in their specific field of study for the commercialize place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An In troduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in information 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). Successful students’ formative and summative use of assessment information. Assessment in education 8, 153-169 Brown S. And Glaser A. (1999). Assessment Matters in higher Education: choosing and Using Diverse approaches. Great Britain: St. Edmunds bury press Ltd, SRHE and Open University press Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. composing Presented at Chinese University of Hong Kong.Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational meter:Issue and practice 23(1), 17-27 James,D. (2003). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann filer (2003). Assessment: Social practice and social product. capital of the United Kingdom: Rutledge Meherens, W. A. , and Lehmann, J. I. (1991). Measurement and Evaluation in Education & psychology (4th ed). Wadsworth: Thomson learning Nitko, A. J. (2004). Educational Assessment of Students (4th ed). Ohio: Merrill Prentice dormitory room Pratt,D. 1998). Curriculum planning: A handbook for professionals. capital of the United Kingdom: Harcourt Brace College Publishers Smith, K. J. (2003). Reconsidering reliability in classroom assessment and grading. Educational measurement: Issue and practice 22(4), 26-3. Stiggins,R. J. (1992). relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et. al (1997). Teacher and classroom context effects on student achievement; Implication for teacher evaluation; Journal of staff office Evaluation in Education, 11,57-67.\r\n'