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Qualitative methods, including the distribution of questionnaires to instructors, were employed in the research. The findings indicated that instructors utilized a variety of assessment methods, which were selected based on the educational context and the instructors\u0026amp;#39; perspectives. Some instructors favored formative assessment methods, while others relied on summative approaches. However, certain obstacles were identified, such as student disengagement in assessment activities, language proficiency issues, and limited use of technology. Instructors provided recommendations to improve the assessment system, such as introducing new assessment techniques, integrating technology, and considering student feedback to address any deficiencies.","author":[{"@context":"https://schema.org","@type":"Person","name":"shaban aldabbus"}],"contributor":[],"dateCreated":"2023-12-18","dateModified":"2023-12-18","datePublished":"2023-01-01","headline":"Assessment Strategies Used by University Instructors","inLanguage":"en","keywords":["Elt Methodology"],"locationCreated":null,"publication":"Assessment Strategies Used by University Instructors","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/111749803/Assessment_Strategies_Used_by_University_Instructors","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}]}</script><link rel="stylesheet" media="all" 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F111749803%2FAssessment_Strategies_Used_by_University_Instructors%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F111749803%2FAssessment_Strategies_Used_by_University_Instructors%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":109193566,"identifier":"Attachment_109193566","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":111749803,"created_at":"2023-12-18T09:00:44.565-08:00","from_world_paper_id":null,"updated_at":"2024-01-07T10:57:21.577-08:00","_data":{"doi":"10.37745/bje.2013/vol11n145669","abstract":"This study aimed to investigate the assessment practices and challenges encountered by instructors when evaluating students in the College of Sharia Sciences at Tripoli University. Qualitative methods, including the distribution of questionnaires to instructors, were employed in the research. The findings indicated that instructors utilized a variety of assessment methods, which were selected based on the educational context and the instructors' perspectives. Some instructors favored formative assessment methods, while others relied on summative approaches. However, certain obstacles were identified, such as student disengagement in assessment activities, language proficiency issues, and limited use of technology. Instructors provided recommendations to improve the assessment system, such as introducing new assessment techniques, integrating technology, and considering student feedback to address any deficiencies.","publication_date":"2023,,","publication_name":"Assessment Strategies Used by University Instructors"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Assessment Strategies Used by University Instructors","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [56022961]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":109193566,"attachmentType":"pdf"}"><img alt="First page of “Assessment Strategies Used by University Instructors”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/109193566/mini_magick20231218-1-am5g4.png?1702918877" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Assessment Strategies Used by University Instructors</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="56022961" href="https://independent.academia.edu/saldabbus"><img alt="Profile image of shaban aldabbus" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />shaban aldabbus</a></div><p class="ds-work-card--detail ds2-5-body-sm">2023, Assessment Strategies Used by University Instructors</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This study aimed to investigate the assessment practices and challenges encountered by instructors when evaluating students in the College of Sharia Sciences at Tripoli University. Qualitative methods, including the distribution of questionnaires to instructors, were employed in the research. The findings indicated that instructors utilized a variety of assessment methods, which were selected based on the educational context and the instructors' perspectives. Some instructors favored formative assessment methods, while others relied on summative approaches. However, certain obstacles were identified, such as student disengagement in assessment activities, language proficiency issues, and limited use of technology. Instructors provided recommendations to improve the assessment system, such as introducing new assessment techniques, integrating technology, and considering student feedback to address any deficiencies.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":109193566,"attachmentType":"pdf","workUrl":"https://www.academia.edu/111749803/Assessment_Strategies_Used_by_University_Instructors"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":109193566,"attachmentType":"pdf","workUrl":"https://www.academia.edu/111749803/Assessment_Strategies_Used_by_University_Instructors"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="109193566" data-landing_url="https://www.academia.edu/111749803/Assessment_Strategies_Used_by_University_Instructors" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="33976129" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33976129/FORMATIVE_AND_SUMMATIVE_ASSESSMENT_IN_HIGHER_EDUCATION_OPINIONS_AND_PRACTICES_OF_INSTRUCTORS">FORMATIVE AND SUMMATIVE ASSESSMENT IN HIGHER EDUCATION: OPINIONS AND PRACTICES OF INSTRUCTORS</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="13891099" href="https://independent.academia.edu/HidayetSuhaY%C3%BCksel">Hidayet Suha Yüksel</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this study is to examine opinions of the instructors working in three different universities in Ankara regarding assessment in education and assessment methods they use in their courses within the summative assessment and formative assessment approaches. The population is formed by instructors lecturing in School of Physical Education and Sport and Sports Sciences Faculties of three universities (Ankara, Gazi and Hacettepe Universities) located in Ankara in quantitative section of the survey. Its sample is formed of 61 instructors taking part in quantitative section and 27 instructors taking part in qualitative section. The research is a mixed research design including both quantitative and qualitative survey model. A questionnaire form, composed of three sections and developed by the researchers, has been used for qualitative data collection tool in the survey. As quantitative data collection tool, “semi-structured personal interviews” have been conducted. Descriptive statistics is used in the survey for qualitative results in analysis of data and results have been evaluated with frequencies, percentages and means in the tables. And for the quantitative survey, content analysis method has been used for the assessment of the interviews. It is identified according to the results of the survey that the participation percentage of the instructors to the opinions towards the inquiry questions related to assessment were high (¯X=4,48±0,34). It is determined that the methods most used by the instructors in applied courses are; skill tests (f: 26), performance assessment (f:19) and project (f:10) while in theoretical courses “multiple choice tests” (f: 39), “open ended questions” (f: 35) and “true-false questions” (f:28) were the methods used at most. In the result of qualitative data analysis of the survey, opinions of the instructors regarding assessment are assessed under formative and summative assessment categories. When we examined the opinions of the instructors related to the importance of assessment in education, it is concluded that the formative assessment characteristics as increasing motivation, self-assessment of the instructor, providing a chance to re-arrange the instruction process via feedback have been placed at the top of the list; however, in the implementation the assessments have been made by summative assessment methods rather than formative assessment methods.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"FORMATIVE AND SUMMATIVE ASSESSMENT IN HIGHER EDUCATION: OPINIONS AND PRACTICES OF INSTRUCTORS","attachmentId":53929571,"attachmentType":"pdf","work_url":"https://www.academia.edu/33976129/FORMATIVE_AND_SUMMATIVE_ASSESSMENT_IN_HIGHER_EDUCATION_OPINIONS_AND_PRACTICES_OF_INSTRUCTORS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33976129/FORMATIVE_AND_SUMMATIVE_ASSESSMENT_IN_HIGHER_EDUCATION_OPINIONS_AND_PRACTICES_OF_INSTRUCTORS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="1323531" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1323531/Student_Views_on_the_Assessment_Practices_of_Instructors_during_Instruction">Student Views on the Assessment Practices of Instructors during Instruction</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="879737" href="https://marmara.academia.edu/HalilEksi">Halil Eksi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Th e purpose of this study is to determine the degree of instructor’ assessment practices in the realization of the learning-teaching process in its various stages, in the identification of expected outcomes and various other practices in the same context by taking student views into account. Th e study was undertaken with 243 students attending Abant İzzet Baysal University Department of Education in the 2008-2009 academic year. Th e questionnaire used as data collection tool in the study was developed by the researcher. Th e results collected by means of student views showed that the majority of the instructors did not completely accomplish the tasks that they were supposed to do at the beginning of or during the teaching process in the framework of assessment. Also, in a similar manner, it was determined that the tasks that were expected from the instructors in the framework of performance-based assessment were not fulfilled by the majority of the instructors. Th e study presents important information to decision makers who create policies related to assessment in educational institutions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student Views on the Assessment Practices of Instructors during Instruction","attachmentId":8179149,"attachmentType":"pdf","work_url":"https://www.academia.edu/1323531/Student_Views_on_the_Assessment_Practices_of_Instructors_during_Instruction","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1323531/Student_Views_on_the_Assessment_Practices_of_Instructors_during_Instruction"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="94524395" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/94524395/Appropriate_Steps_and_Ethical_Considerations_of_Assessment_Practices_in_the_University_of_Bamenda_A_Survey_of_Self_Assessment_and_Students_Perception_Inventories">Appropriate Steps and Ethical Considerations of Assessment Practices in the University of Bamenda: A Survey of Self-Assessment and Students' Perception Inventories</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9853456" href="https://independent.academia.edu/VALENTINEBANFEGHANGALIM">VALENTINE BANFEGHA NGALIM</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Scientific Research Journal, 2018</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Appropriate Steps and Ethical Considerations of Assessment Practices in the University of Bamenda: A Survey of Self-Assessment and Students' Perception Inventories","attachmentId":96956255,"attachmentType":"pdf","work_url":"https://www.academia.edu/94524395/Appropriate_Steps_and_Ethical_Considerations_of_Assessment_Practices_in_the_University_of_Bamenda_A_Survey_of_Self_Assessment_and_Students_Perception_Inventories","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/94524395/Appropriate_Steps_and_Ethical_Considerations_of_Assessment_Practices_in_the_University_of_Bamenda_A_Survey_of_Self_Assessment_and_Students_Perception_Inventories"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="99502714" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/99502714/THE_EFFECT_OF_ASSESSMENT_COMPONENTS_ON_LECTURERS_ASSESSMENT_PRACTICES_IN_MOGADISHU_HIGHER_INSTITUTIONS">THE EFFECT OF ASSESSMENT COMPONENTS ON LECTURERS' ASSESSMENT PRACTICES IN MOGADISHU HIGHER INSTITUTIONS</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="116780242" href="https://uniso-so.academia.edu/AliMohamed">Ali A B D I Mohamed</a></div><p class="ds-related-work--metadata ds2-5-body-xs">THE EFFECT OF ASSESSMENT COMPONENTS ON LECTURERS' ASSESSMENT PRACTICES IN MOGADISHU HIGHER INSTITUTIONS, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">Learning expectations and the strategies students use in a course are influenced by assessment techniques, an important aspect of course design. The study analyzed the effect of assessment components on lecturers' assessment practices in Mogadishu higher education institutions. Design, interpretation, and administration were hypothesized as predictors of the university's staff assessment practices. The study only used quantitative data. A questionnaire was used to collect data from 314 university academic staff or lecturers. Data were analyzed using the statistical package for social sciences (SPSS) version 20. The three indicators included in the model (design, interpretation, and administration) were found to be important predictors of the assessment practices of the university academic staff using multiple regression analysis. A multiple regression analysis reveals that design has a greater influence on the academic staff's assessment practices than administration and interpretation, while all were significant predictors. To improve the assessment practices of higher education institutions in Mogadishu, Somalia, it was concluded that universities should support their academic staff in developing their academic skills in designing, interpreting, and administering their assessments.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"THE EFFECT OF ASSESSMENT COMPONENTS ON LECTURERS' ASSESSMENT PRACTICES IN MOGADISHU HIGHER INSTITUTIONS","attachmentId":100574036,"attachmentType":"pdf","work_url":"https://www.academia.edu/99502714/THE_EFFECT_OF_ASSESSMENT_COMPONENTS_ON_LECTURERS_ASSESSMENT_PRACTICES_IN_MOGADISHU_HIGHER_INSTITUTIONS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/99502714/THE_EFFECT_OF_ASSESSMENT_COMPONENTS_ON_LECTURERS_ASSESSMENT_PRACTICES_IN_MOGADISHU_HIGHER_INSTITUTIONS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="105219565" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/105219565/Assessment_Perceptions_and_Practices_in_the_English_Department_at_Kabul_University">Assessment Perceptions and Practices in the English Department at Kabul University</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="258322003" href="https://independent.academia.edu/mohamadbahrami13">mohamad bahrami</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Scientific and Research Publications (IJSRP), 2020</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Perceptions and Practices in the English Department at Kabul University","attachmentId":104733715,"attachmentType":"pdf","work_url":"https://www.academia.edu/105219565/Assessment_Perceptions_and_Practices_in_the_English_Department_at_Kabul_University","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/105219565/Assessment_Perceptions_and_Practices_in_the_English_Department_at_Kabul_University"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="62539056" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/62539056/The_Pivotal_Role_of_Diagnostic_Formative_and_Summative_Assessment_in_Higher_Education_Institutions_Teaching_and_Student_Learning">The Pivotal Role of Diagnostic, Formative and Summative Assessment in Higher Education Institutions' Teaching and Student Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="82922862" href="https://independent.academia.edu/IJMRAPEditor">IJMRAP Editor</a></div><p class="ds-related-work--metadata ds2-5-body-xs">IJMRAP, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">This literature based paper provides an understanding of the various forms of assessments conducted at higher education institutions. The paper highlights what assessment is and its purpose before moving into the specific of what each type and purpose of assessment is. The paper discourses on the three main assessment types, which are; diagnostic, formative and summative assessment vis a vis types, implementation, effectiveness and quality. Formative assessment has been dealt with in-depth as the most critical form of assessment in higher education. This paper acknowledges that the main types of assessment (diagnostic, formative and summative) should be maintained at higher education institutions though variations or innovations can occur within the same constructs to enable effective teaching, learning and positive feedback on the learner, the teacher and the systems or processes. The paper concludes and recommends that diagnostic, formative and summative assessment modes all be used in their various types in higher education institutions and could come in the form of individual, group or class work/ tasks; in the form of written, oral, practical, problem based, performance or work placement; where group or class work/ tasks enhances the skills of working and accomplishing together as a team.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Pivotal Role of Diagnostic, Formative and Summative Assessment in Higher Education Institutions' Teaching and Student Learning","attachmentId":75265837,"attachmentType":"pdf","work_url":"https://www.academia.edu/62539056/The_Pivotal_Role_of_Diagnostic_Formative_and_Summative_Assessment_in_Higher_Education_Institutions_Teaching_and_Student_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/62539056/The_Pivotal_Role_of_Diagnostic_Formative_and_Summative_Assessment_in_Higher_Education_Institutions_Teaching_and_Student_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="98293181" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/98293181/Assessment_in_Higher_Education_To_Serve_the_Learner">Assessment in Higher Education: To Serve the Learner</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="48927069" href="https://independent.academia.edu/KathleenOBrien10">Kathleen O'Brien</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1985</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment in Higher Education: To Serve the Learner","attachmentId":99684576,"attachmentType":"pdf","work_url":"https://www.academia.edu/98293181/Assessment_in_Higher_Education_To_Serve_the_Learner","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/98293181/Assessment_in_Higher_Education_To_Serve_the_Learner"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="17465740" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17465740/Missions_and_Practices_of_Student_Learning_Assessment_An_International_Comparative_Study">Missions and Practices of Student Learning Assessment: An International Comparative Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="23227407" href="https://udayton.academia.edu/AbdElNasserAAbdElRazek">Nasser Razek</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37670129" href="https://independent.academia.edu/GAwad1">G. Awad</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Classroom assessment of student learning is part and parcel of the educational processes that both faculty and administrators use to guide their practices, ensure program effectiveness, and use as checkpoints for student achievement (Palomba & Panta, 1999). Mission statements and articulated policies often mention varied and continuous assessment techniques of student learning. However, how much they are reflected on the educational practices varies due to different factors like government mandates, requirements of accreditation, social factors, market forces, and accountability to stake holders which can all be credited for the degree of adherence to assessment best practices (Burke, 2005). This qualitative study is an effort to explore student learning assessment techniques at an American university which adopts the active learning approach and an urban Egyptian University where efforts of adopting the comprehensive learning approach are taking place. Research questions included: What are the evaluation tools utilized to measure students learning? What are the perceptions of faculty and students about the adequacy of these evaluation techniques? To what levels are these techniques standardized? What are the efforts made to get student feedback about the efficiency of these techniques for improvement purposes? Recommendations for maximizing student success and learning outcomes included: more campus professional development initiatives, adopting a progress and developmental approach of assessment, and involvement of professors and students in designing the assessment process. The study offers valuable information for administrators of higher education institutions and education faculty focusing on assessment, accountability, administration, curriculum planning, student success, and student engagement.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Missions and Practices of Student Learning Assessment: An International Comparative Study","attachmentId":39524541,"attachmentType":"pdf","work_url":"https://www.academia.edu/17465740/Missions_and_Practices_of_Student_Learning_Assessment_An_International_Comparative_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17465740/Missions_and_Practices_of_Student_Learning_Assessment_An_International_Comparative_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="52936776" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/52936776/Critical_Validity_Issues_in_the_Methodology_of_Higher_Education_Assessment">Critical Validity Issues in the Methodology of Higher Education Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47729528" href="https://chavez-ucla.academia.edu/EvaBaker">Eva L Baker</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1986</p><div 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class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="67289825" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67289825/Improving_Qualitative_Assessment_in_Higher_Education">Improving Qualitative Assessment in Higher Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="16565731" href="https://olemiss.academia.edu/ChadRussell">Chad Russell</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Improving Qualitative Assessment in Higher 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