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(PDF) Exploring University ences of Assessment Practices in Education Theory and Practice
<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="fBoK_AHQO0Wz0iyyOE6Zaid3m2wxkcfjZ60HXzQxcZzWa555yDjizLYANL7vBSEW83C5ZSO4Y1UbKjE39xm4Ng" /> <meta name="citation_title" content="Exploring University ences of Assessment Practices in Education Theory and Practice" /> <meta name="citation_author" content="Godfrey Tubaundule" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/101188005/Exploring_University_ences_of_Assessment_Practices_in_Education_Theory_and_Practice" /> <meta name="twitter:title" content="Exploring University ences of Assessment Practices in Education Theory and Practice" /> <meta name="twitter:description" content="As universities worldwide attempt to improve teaching, learning and assessment practices, lecturers are expected to understand experiences and preferred assessment techniques. This study explored university experiences and preferences of assessment" /> <meta name="twitter:image" content="https://0.academia-photos.com/23871398/107657157/96879547/s200_godfrey.tubaundule.png" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/101188005/Exploring_University_ences_of_Assessment_Practices_in_Education_Theory_and_Practice" /> <meta property="og:title" content="Exploring University ences of Assessment Practices in Education Theory and Practice" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="As universities worldwide attempt to improve teaching, learning and assessment practices, lecturers are expected to understand experiences and preferred assessment techniques. This study explored university experiences and preferences of assessment" /> <meta property="article:author" content="https://independent.academia.edu/GTubaundule" /> <meta name="description" content="As universities worldwide attempt to improve teaching, learning and assessment practices, lecturers are expected to understand experiences and preferred assessment techniques. This study explored university experiences and preferences of assessment" /> <title>(PDF) Exploring University ences of Assessment Practices in Education Theory and Practice</title> <link rel="canonical" href="https://www.academia.edu/101188005/Exploring_University_ences_of_Assessment_Practices_in_Education_Theory_and_Practice" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '1e60a92a442ff83025cbe4f252857ee7c49c0bbe'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740562450000); window.Aedu.timeDifference = new Date().getTime() - 1740562450000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"As universities worldwide attempt to improve teaching, learning and assessment practices, lecturers are expected to understand experiences and preferred assessment techniques. This study explored university experiences and preferences of assessment practices used in assessing different curriculum learning outcomes in Education Theory and Practice. The study adopted an interpretive phenomenological paradigm to describe, interpret and determine the meanings of experiences and preferences of assessment strategies used in the Technical Education section. Six purposively selected students who failed a mid-semester scenario-based test participated in the study. The researcher obtained consent, explained the study purpose and assured participants anonymity and confidentiality of their personal details and collected data. Data analysis involved coding, identifying common meanings and clustering themes. Findings of the study indicated that participants a) had negative experiences of university assessment techniques resulting from student themselves, their lecturers and institutional policies, and b) preferred traditional assessment strategies, which promote surface learning. The study discusses implications for policy considerations and classroom practice.","author":[{"@context":"https://schema.org","@type":"Person","name":"Godfrey Tubaundule","url":"https://independent.academia.edu/GTubaundule"}],"contributor":[],"dateCreated":"2023-05-03","headline":"Exploring University ences of Assessment Practices in Education Theory and Practice","image":"https://attachments.academia-assets.com/101797214/thumbnails/1.jpg","inLanguage":"en","keywords":[],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}],"thumbnailUrl":"https://attachments.academia-assets.com/101797214/thumbnails/1.jpg","url":"https://www.academia.edu/101188005/Exploring_University_ences_of_Assessment_Practices_in_Education_Theory_and_Practice"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 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This study explored university experiences and preferences of assessment practices used in assessing different curriculum learning outcomes in Education Theory and Practice. The study adopted an interpretive phenomenological paradigm to describe, interpret and determine the meanings of experiences and preferences of assessment strategies used in the Technical Education section. Six purposively selected students who failed a mid-semester scenario-based test participated in the study. The researcher obtained consent, explained the study purpose and assured participants anonymity and confidentiality of their personal details and collected data. Data analysis involved coding, identifying common meanings and clustering themes. Findings of the study indicated that participants a) had negative experiences of university assessment techniques resulting from student themselves, their lecturers and institutional policies, and b) preferred traditional assessment strategies, which promote surface learning. The study discusses implications for policy considerations and classroom practice."},"document_type":"draft","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Exploring University ences of Assessment Practices in Education Theory and Practice","broadcastable":true,"draft":true,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [23871398]; 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.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</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":101797214,"attachmentType":"pdf"}"><img alt="First page of “Exploring University ences of Assessment Practices in Education Theory and Practice”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/101797214/mini_magick20230503-1-y1c3i4.png?1683140128" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.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">Exploring University ences of Assessment Practices in Education Theory and Practice</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="23871398" href="https://independent.academia.edu/GTubaundule"><img alt="Profile image of Godfrey Tubaundule" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/23871398/107657157/96879547/s65_godfrey.tubaundule.png" />Godfrey Tubaundule</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">20 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 101188005; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">As universities worldwide attempt to improve teaching, learning and assessment practices, lecturers are expected to understand experiences and preferred assessment techniques. This study explored university experiences and preferences of assessment practices used in assessing different curriculum learning outcomes in Education Theory and Practice. The study adopted an interpretive phenomenological paradigm to describe, interpret and determine the meanings of experiences and preferences of assessment strategies used in the Technical Education section. Six purposively selected students who failed a mid-semester scenario-based test participated in the study. The researcher obtained consent, explained the study purpose and assured participants anonymity and confidentiality of their personal details and collected data. Data analysis involved coding, identifying common meanings and clustering themes. Findings of the study indicated that participants a) had negative experiences of university assessment techniques resulting from student themselves, their lecturers and institutional policies, and b) preferred traditional assessment strategies, which promote surface learning. The study discusses implications for policy considerations and classroom practice.</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":101797214,"attachmentType":"pdf","workUrl":"https://www.academia.edu/101188005/Exploring_University_ences_of_Assessment_Practices_in_Education_Theory_and_Practice"}">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":101797214,"attachmentType":"pdf","workUrl":"https://www.academia.edu/101188005/Exploring_University_ences_of_Assessment_Practices_in_Education_Theory_and_Practice"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas" data-impression-entity-id="101188005" data-impression-entity-type="2" data-impression-source="signup-banner"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Assessment practices have a large number of functions to perform in the context of the teaching learning process. Do contemporary assessment practices perform these function is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.</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 Practices in Higher Education: Myths and Realities","attachmentId":58734964,"attachmentType":"pdf","work_url":"https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities","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/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities"><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="92058401" 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/92058401/Investigating_The_Undergraduate_Experience_Of_Assessment_In_Higher_Education">Investigating The Undergraduate Experience Of 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="91869" href="https://ukm.academia.edu/KingSiongLee">King Siong Lee</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ukm.my</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper reports on the preliminary findings of a doctoral study in progress, which is situated in the context of quality in higher education, and is premised on the view that the student learning experience is ultimately the most meaningful and lasting measure of academic quality. The literature on assessment in higher education clearly places assessment at the heart of student learning and it is claimed that "the truth about an educational system" may be discovered by examining its assessment procedures (Rowntree, 1987, p.1). Using a qualitative case study approach, the study aims to reveal the values inherent in assessment, to show how these are conveyed through institutional discourses and through practices of lecturers, and how students' learning behaviour may be affected by their perspectives of assessment. Data gathering activities for the entire doctoral research include focus group discussions and individual interviews with finalyear undergraduates, interviews with their lecturers, observations of lectures and classroom assessments, examination of documents related to the course descriptions and assessment, as well as a study of the administrative and procedural aspects of assessment which are part of the assessment praxis. The emerging themes reported here, based solely on the analysis of two of the focus group discussions, indicate how assessment praxis in higher education seems to be a reproduction of dominant power structures that have inculcated patterns of student passivity in learning. This has serious implications for the 1 This is a revised version of a work-in-progress paper presented by Lee King Siong at the 30 th Language Testing Research Colloquium (LTRC) 2008, Hangzhou, China. Attendance at the conference was funded by Universiti Kebangsaan Malaysia.</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":"Investigating The Undergraduate Experience Of Assessment In Higher Education","attachmentId":95170498,"attachmentType":"pdf","work_url":"https://www.academia.edu/92058401/Investigating_The_Undergraduate_Experience_Of_Assessment_In_Higher_Education","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/92058401/Investigating_The_Undergraduate_Experience_Of_Assessment_In_Higher_Education"><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="109717280" 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/109717280/Incorporating_authentic_assessment_into_different_university_learning_scenarios">Incorporating authentic assessment into different university learning scenarios</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="13163157" href="https://qut.academia.edu/LeeWharton">Lee Wharton</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2010</p><p class="ds-related-work--abstract ds2-5-body-sm">There is a current requirement for universities to prepare graduates who are skilled in the practical as well as the theoretical knowledge of the workplace. It is argued in this paper that assessment, as integral to the teaching/learning process, should also relate to the real world context of the workplace, in that students are able to transform, use and apply the knowledge that they learn into these contexts. While assessment needs to provide valid and reliable evidence of learning outcomes, making assessment authentic for students in a university setting is often a difficult task for lecturers. This paper discusses three different learning contexts that involved different assessment experiences linked in some way to real world learning and application of theory. The results of the trial indicated that as contexts became closer to a real world experience, the sustainability of the assessment became more problematic. While acknowledging the difficulty of these practices, it is suggested that there is a need for a continuous cycle of evaluation amid some creative and innovative approaches to assessment practice.</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":"Incorporating authentic assessment into different university learning scenarios","attachmentId":107758676,"attachmentType":"pdf","work_url":"https://www.academia.edu/109717280/Incorporating_authentic_assessment_into_different_university_learning_scenarios","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/109717280/Incorporating_authentic_assessment_into_different_university_learning_scenarios"><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="48140467" 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/48140467/Learners_Perceptions_of_Assessment_Strategies_in_Higher_Education">Learners’ Perceptions of Assessment Strategies 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="24914137" href="https://independent.academia.edu/clayhutamaBasera">clay hutama Basera</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Education and e-Learning Research</p><p class="ds-related-work--abstract ds2-5-body-sm">The study sought to establish learner perceptions about assessment strategies in higher education. This was against the backdrop of an emerging trend in the field of assessment that has resulted in different perceptions of learners with respect of their effectiveness in higher education learning. The study in particular endeavored to determine the perceptions of learners in relation to formative and summative assessment, as predominantly adopted assessment strategies in higher education. Forty six learners doing research methods were conveniently chosen to represent the target population and were served with self-administered questionnaires. The instrument used enabled the researcher to obtain quality data as respondents were given ample time to complete the questionnaire with limited pressure. The results were indicative of the fact that learners perceived formative assessment as a critical ingredient for effective learning in higher education. Formative assessment methods such as group presentations and other forms of collaborative learning were also perceived to be critical in higher education learning. Respondents also indicated that they perceived summative assessment as playing an augmenting role. Thus the two assessment approaches are perceived to be strategically important in enhancing effective learning in higher education.</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":"Learners’ Perceptions of Assessment Strategies in Higher Education","attachmentId":66907054,"attachmentType":"pdf","work_url":"https://www.academia.edu/48140467/Learners_Perceptions_of_Assessment_Strategies_in_Higher_Education","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/48140467/Learners_Perceptions_of_Assessment_Strategies_in_Higher_Education"><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="1973421" 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/1973421/Students_perceptions_about_new_modes_of_assessment_in_higher_education_a_review">Students' perceptions about new modes of assessment in higher education: a review</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="2569889" href="https://vub.academia.edu/KatrienStruyven">Katrien Struyven</a></div><p class="ds-related-work--metadata ds2-5-body-xs">… new modes of assessment: In search …, 2003</p><p class="ds-related-work--abstract ds2-5-body-sm">In educational contexts, understanding the student's learning must take account of the student's construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student's perception of evaluation and assessment. Students' study behaviour is not only determined by the examination or assessment modes that are used. Students' perceptions about evaluation methods also play a significant role. This review aims to examine evaluation and assessment from the student's point of view. Research findings reveal that students' perceptions about assessment significantly influence their approaches to learning and studying. Conversely, students' approaches to study influence the ways in which they perceive evaluation and assessment. Findings suggest that students hold strong views about different assessment and evaluation formats. In this respect students favour multiple-choice format exams to essay type questions. However, when compared with more innovative assessment methods, students call the 'fairness' of these well-known evaluation modes into question.</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":"Students' perceptions about new modes of assessment in higher education: a review","attachmentId":28528141,"attachmentType":"pdf","work_url":"https://www.academia.edu/1973421/Students_perceptions_about_new_modes_of_assessment_in_higher_education_a_review","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/1973421/Students_perceptions_about_new_modes_of_assessment_in_higher_education_a_review"><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="117023976" 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/117023976/Grounding_and_improving_assessment_in_higher_education_a_way_of_promoting_quality_education">Grounding and improving assessment in higher education: a way of promoting quality 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="1166056" href="https://uevora.academia.edu/MariliaCid">Marilia Cid</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Frontiers in Education</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment continues to be one of the topics that most concern teachers and most dissatisfies students. In this paper we describe and evaluate the impact of the training course “Grounding and Improving Pedagogical Assessment in Higher Education,” based on a descriptive survey questionnaire, applied in a convenience-selected sample of 31 teachers from a public university in Portugal, who participated in the pedagogical training course. The questionnaire was applied before the beginning of the course (pre-test) and after its completion (post-test). Data were analyzed using statistical procedures that consisted of frequency analysis and non-parametric analysis, using the Mann–Whitney and Wilcoxon tests. The results revealed several changes in teachers’ conceptions of assessment and demonstrated the positive impact of the course, since the comparison of the pre and post-test results showed that relevant changes occurred towards the most current theories of pedagogical assessment, being ...</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":"Grounding and improving assessment in higher education: a way of promoting quality education","attachmentId":112993357,"attachmentType":"pdf","work_url":"https://www.academia.edu/117023976/Grounding_and_improving_assessment_in_higher_education_a_way_of_promoting_quality_education","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/117023976/Grounding_and_improving_assessment_in_higher_education_a_way_of_promoting_quality_education"><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="22458967" 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/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia">Assessment in higher education: A case study of one course in Australia</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="44164" href="https://sydney.academia.edu/AhmarMahboob">Ahmar Mahboob</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2008</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper presents a case study of assessment practices in one PG unit of study being taught by the author in the last 2 year. Based on an understanding of assessment in terms of constructive alignment (Biggs, 1996) and consequential validity (Boud, 1995; Linn, Baker, & Dunbar, 1991; Messik, 1989), this paper evaluates the current assessment protocols in this unit. Biggs (1996) argues that learning is best achieved if there is a constructive alignment between the learning goals, teaching approaches, and assessment techniques. Each of these should relate to the other. It is when these three elements are finely calibrated that learning is at its peak. In this paper, I evaluate the degree of constructive alignment in the unit of study under focus. Assessment documents are studied in relation to the theoretical insights gained from the literature and related to the course aims and objectives. In addition, students’ evaluation of these assessment protocols are examined and these are compared to the unit coordinator’s goals and understanding. The results help outline future directions in assessment practice for this unit.</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: A case study of one course in Australia","attachmentId":43076348,"attachmentType":"pdf","work_url":"https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia","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/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia"><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="12070347" 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/12070347/Enhancing_the_Effectiveness_of_Tertiary_Teaching_and_Learning_through_Assessment_a_Review_of_the_Literature"> Enhancing the Effectiveness of Tertiary Teaching and Learning through Assessment: a Review of the Literature. </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="1142427" href="https://independent.academia.edu/TomCockburn">Tom S . Cockburn</a></div><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":" Enhancing the Effectiveness of Tertiary Teaching and Learning through Assessment: a Review of the Literature. ","attachmentId":54394335,"attachmentType":"pdf","work_url":"https://www.academia.edu/12070347/Enhancing_the_Effectiveness_of_Tertiary_Teaching_and_Learning_through_Assessment_a_Review_of_the_Literature","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/12070347/Enhancing_the_Effectiveness_of_Tertiary_Teaching_and_Learning_through_Assessment_a_Review_of_the_Literature"><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="80823343" 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/80823343/Using_Assessment_for_Improving_Students_Learning_an_analysis_of_University_Teachers_Practices">Using Assessment for Improving Students Learning: an analysis of University Teachers' Practices</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="220152749" href="https://independent.academia.edu/SaiqaAzam">Saiqa Azam</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2009</p><p class="ds-related-work--abstract ds2-5-body-sm">In the light of globalisation and reforms in higher education in many countries around the world, the concern for improving the quality of students’ learning has come under focus. The traditional assessment system has come under scrutiny and the new term “quality assessment” has become the common currency in today’s educational arena. The quality assessment is an ongoing, student- participatory activity and necessitates using a variety of assessment techniques, implementing assessment techniques effectively, providing good feedback to student and using assessment data to improve instruction. Teachers must strive to give students quality work to do if they want students to do quality work for them. This paper discusses the assessment techniques practised by teachers at higher education level, the way they implement assessment techniques and how effectively they integrate assessment in instruction for student learning. Results of the study involving 297 students and 37 teachers of a m...</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":"Using Assessment for Improving Students Learning: an analysis of University Teachers' Practices","attachmentId":87076605,"attachmentType":"pdf","work_url":"https://www.academia.edu/80823343/Using_Assessment_for_Improving_Students_Learning_an_analysis_of_University_Teachers_Practices","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/80823343/Using_Assessment_for_Improving_Students_Learning_an_analysis_of_University_Teachers_Practices"><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="9" data-entity-id="14930520" 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/14930520/Contemporary_assessment_practices_in_university_Impact_on_teachers_and_students">Contemporary assessment practices in university: Impact on teachers and students</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="4337774" href="https://otago.academia.edu/EllenMiller">Ellen Miller</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6159539" href="https://otago.academia.edu/RobWass">Rob Wass</a></div><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":"Contemporary assessment practices in university: Impact on teachers and students","attachmentId":41187917,"attachmentType":"pdf","work_url":"https://www.academia.edu/14930520/Contemporary_assessment_practices_in_university_Impact_on_teachers_and_students","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/14930520/Contemporary_assessment_practices_in_university_Impact_on_teachers_and_students"><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></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":101797214,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":101797214,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_101797214" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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