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(PDF) Evaluating Assessment Practices in US Higher Ed
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{"work":{"id":114550289,"created_at":"2024-02-06T05:17:05.082-08:00","from_world_paper_id":249426815,"updated_at":"2025-02-02T11:09:59.865-08:00","_data":{"publisher":"Elsevier BV","ai_title_tag":"Evaluating Assessment Practices in US Higher Ed","grobid_abstract":"This study is an attempt to analyse the assessment practices among students and lecturers in an institute of higher learning (IHL) in the United States. The sample population comprised 170 undergraduate and postgraduate students and 22 lecturers from an identified School of Education. Questionnaires using a 6 point Likert-scale were administered to all respondents whilst interviews were conducted with 5 undergraduates, 5 postgraduates and 5 instructors. Descriptive analysis indicated that assessment practices (dimensions or overall) recorded above moderate level in higher education. Interestingly, students in the IHL favoured formative assessment over final examination. Besides that, students also expressed a positive response to receiving more constructive feedback from lecturers to help them to learn better. Generally, students' preference for feedback coincided with the concepts of formative assessment. This should augur well especially in laying the foundation for more specific action to further improve assessment practices in higher education in the United States as well as other universities which aspire to become exemplary universities.","publication_date":"2014,,","publication_name":"Procedia - Social and Behavioral Sciences","grobid_abstract_attachment_id":"111219676"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Assessment Practices in Higher Education in United States","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [228897245]; 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":111219676,"attachmentType":"pdf"}"><img alt="First page of “Assessment Practices in Higher Education in United States”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/111219676/mini_magick20240206-1-qnt7fa.png?1707225541" /><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">Assessment Practices in Higher Education in United States</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="228897245" href="https://independent.academia.edu/GurnamKaurApGurdialSinghPartTimeAcademic"><img alt="Profile image of Gurnam Kaur A/p Gurdial Singh (Part Time Academic)" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/228897245/85615148/74266571/s65_gurnam_kaur_a_p_gurdial_singh._part_time_academic_.jpeg" />Gurnam Kaur A/p Gurdial Singh (Part Time Academic)</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2014, Procedia - Social and Behavioral Sciences</p><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">8 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 = 114550289; 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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">This study is an attempt to analyse the assessment practices among students and lecturers in an institute of higher learning (IHL) in the United States. The sample population comprised 170 undergraduate and postgraduate students and 22 lecturers from an identified School of Education. Questionnaires using a 6 point Likert-scale were administered to all respondents whilst interviews were conducted with 5 undergraduates, 5 postgraduates and 5 instructors. Descriptive analysis indicated that assessment practices (dimensions or overall) recorded above moderate level in higher education. Interestingly, students in the IHL favoured formative assessment over final examination. Besides that, students also expressed a positive response to receiving more constructive feedback from lecturers to help them to learn better. Generally, students' preference for feedback coincided with the concepts of formative assessment. This should augur well especially in laying the foundation for more specific action to further improve assessment practices in higher education in the United States as well as other universities which aspire to become exemplary universities.</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":111219676,"attachmentType":"pdf","workUrl":"https://www.academia.edu/114550289/Assessment_Practices_in_Higher_Education_in_United_States"}">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":111219676,"attachmentType":"pdf","workUrl":"https://www.academia.edu/114550289/Assessment_Practices_in_Higher_Education_in_United_States"}"><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"><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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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="1" data-entity-id="98232365" 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/98232365/Assessment_and_feedback_in_higher_education_considerable_room_for_improvement">Assessment and feedback in higher education: considerable room for improvement?</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="49722246" href="https://independent.academia.edu/KaySambell">Kay Sambell</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment exerts a major influence on students’ approaches to study in higher education, so it is important to ensure that it enables students to develop and thrive as learners. Generally speaking, however, the student experience of assessment remains far from positive and assessment has been accused of having damaging effects on student engagement. Mann (2001), for instance, sees assessment as an important mediating factor in determining a student’s relationship to the university. All-too-often, she asserts, it results in alienation rather than engagement, provoking general feelings of compliance, powerlessness and subservience rather than a sense of belonging, enthusiasm, enjoyment and ownership of the learning process. For the last two decades researchers have been vigorously advocating a shift in assessment culture, such that assessment actively promotes learning rather than simply measuring it (see, for example, Brown & Knight, 1994; Birenbaum, 1996; Sambell, McDowell, & Brown...</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 and feedback in higher education: considerable room for improvement?","attachmentId":99640312,"attachmentType":"pdf","work_url":"https://www.academia.edu/98232365/Assessment_and_feedback_in_higher_education_considerable_room_for_improvement","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/98232365/Assessment_and_feedback_in_higher_education_considerable_room_for_improvement"><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="68552997" 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/68552997/Conditions_that_support_effective_assessment_feedback_in_higher_education">Conditions that support effective assessment feedback 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="32703182" href="https://independent.academia.edu/DavidBoud">David Boud</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Feedback practices represent a significant investment in resources and emotion for educators and students. While there are pockets of excellence, research continues to highlight that feedback practices cannot be simply parachuted from one context to another and be expected to work just as effectively. This paper presents twelve underlying conditions that support effective feedback, and has stemmed from an extensive 18-month Australian government funded project. This large scale mixed-method project was innovative by adopting a socioecological perspective, seeking the broader contextual and historical factors that shaped, supported and inhibited effective feedback. Phase 1 involved a large scale survey (n = 4920) and focus groups (n=43) with staff and students from two Australian universities to identify effective practices. Phase 2 explored seven case studies of effective feedback from Phase 1 data, and involved interviews with 34 staff and students. Phase 3 involved the iterative d...</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":"Conditions that support effective assessment feedback in higher education","attachmentId":78988389,"attachmentType":"pdf","work_url":"https://www.academia.edu/68552997/Conditions_that_support_effective_assessment_feedback_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/68552997/Conditions_that_support_effective_assessment_feedback_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="3" data-entity-id="38655968" 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/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities">Assessment Practices in Higher Education: Myths and Realities</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="573087" href="https://independent.academia.edu/DrSANTHOSHAREEKKUZHIYIL">Dr. SANTHOSH AREEKKUZHIYIL</a></div><p class="ds-related-work--metadata ds2-5-body-xs">University News, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment is an integral part of any teaching learning process. 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="4" 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="5" data-entity-id="49810277" 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/49810277/Faculty_and_Students_Conceptions_of_Assessment_in_Higher_Education">Faculty and Students Conceptions 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="32305493" href="https://independent.academia.edu/LuannaMeyer">Luanna Meyer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Higher Education, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment in higher education serves multiple purposes such as providing information about student learning, student progress, teaching quality, and program and institutional accountability. Yet, little is known about faculty and students' attitudes regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions. To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology. A mean and covariance structures approach was used to test for measurement invariance and latent means differences between faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students. While these results show how staff and students view assessment practices, one should keep in mind that while the</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":"Faculty and Students Conceptions of Assessment in Higher Education","attachmentId":68032708,"attachmentType":"pdf","work_url":"https://www.academia.edu/49810277/Faculty_and_Students_Conceptions_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/49810277/Faculty_and_Students_Conceptions_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="6" data-entity-id="126437507" 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/126437507/Assessment_What_It_Is_What_It_Isn_t_and_What_It_Could_Be_in_U_S_Higher_Education">Assessment: What It Is, What It Isn’t, and What It Could Be in U.S. 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="227786807" href="https://independent.academia.edu/RobinAnderson45">Robin Anderson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">In the United States, assessment and subsequent feedback to students looks different than in many other countries. Individual student feedback is provided by way of assignment and course grades. In most cases, grading/marking is the purview of the faculty member teaching the course and falls under the umbrella of academic freedom. A more systematic assessment approach is often found in relationship to the assessment student learning outcomes at the program level. At the program level, feedback is often provided to faculty and administrators in hopes of improving the program and thus student learning outcomes. However, by incorporating a process by which feedback is provided at the individual student level as well, student feedback may actually have the potential to enhance current program improvement efforts. .</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: What It Is, What It Isn’t, and What It Could Be in U.S. Higher Education","attachmentId":120314879,"attachmentType":"pdf","work_url":"https://www.academia.edu/126437507/Assessment_What_It_Is_What_It_Isn_t_and_What_It_Could_Be_in_U_S_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/126437507/Assessment_What_It_Is_What_It_Isn_t_and_What_It_Could_Be_in_U_S_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="7" data-entity-id="91807664" 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/91807664/A_cross_cultural_study_of_students_perceptions_of_assessment_practices_in_higher_education">A cross-cultural study of students’ perceptions of assessment practices 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="240105363" href="https://independent.academia.edu/MahmoudAlquraan1">Mahmoud Alquraan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Education, Business and Society: Contemporary Middle Eastern Issues, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. The sample of the study consisted of 506 university students selected from both universities. Results show that the two universities still focus on paper-pencil testing to assess students’ learning outcomes. The study recommends that higher education institutes should encourage their teachers to use different assessment methods to assess students’ learning outcomes. Design/methodology/approach – The convenience sample consisted of 506 selected university students from the USA and Jordan, and participants were distributed according to their educational levels, thus: 83 freshmen, 139 sophomores, 157 juniors and 59 seniors. (Note: some students from both universities did not report their gender and/or their educational level). The USA university sample consisted of 219 students from ...</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":"A cross-cultural study of students’ perceptions of assessment practices in higher education","attachmentId":94989585,"attachmentType":"pdf","work_url":"https://www.academia.edu/91807664/A_cross_cultural_study_of_students_perceptions_of_assessment_practices_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/91807664/A_cross_cultural_study_of_students_perceptions_of_assessment_practices_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="8" data-entity-id="109564351" 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/109564351/Feedback_on_Written_Assessments_in_Universities">Feedback on Written Assessments in Universities</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="39503439" href="https://griffith.academia.edu/GuidoJ%C3%BAnior">Guido C Carim Junior</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International journal of adult education and technology, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">In higher education, the role of assessment has evolved from serving only the purpose of evaluation of the outcomes of the learning process to assessment as part of the learning purposes. Summative or formative, the potential of assessment to facilitate learning is now recognised. Feedback is one of the most influential factors on learning but is also one of the least satisfactory elements of the student experience. How has interest in, understanding of, and implementation of feedback changed over time? What are the general characteristics of feedback implementation found in literature? To what productive directions might future research feedback on assessment take? To gain these insights, a systematic quantitative review of literature on feedback on written assessment in higher education was undertaken, revealing that feedback as a field of inquiry, despite burgeoning interest, remains nascent, mostly 'stuck in old ways'.</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":"Feedback on Written Assessments in Universities","attachmentId":107651150,"attachmentType":"pdf","work_url":"https://www.academia.edu/109564351/Feedback_on_Written_Assessments_in_Universities","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/109564351/Feedback_on_Written_Assessments_in_Universities"><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="91649020" 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/91649020/Impact_of_Formative_Assessment_and_Feedback_on_Higher_Education">Impact of Formative Assessment and Feedback on 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="98260720" href="https://salam.academia.edu/DrWaqarUnNisaFaizi">Dr. Waqar Un Nisa Faizi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Global Social Sciences Review, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.</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":"Impact of Formative Assessment and Feedback on Higher Education","attachmentId":94877124,"attachmentType":"pdf","work_url":"https://www.academia.edu/91649020/Impact_of_Formative_Assessment_and_Feedback_on_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/91649020/Impact_of_Formative_Assessment_and_Feedback_on_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></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":111219676,"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":111219676,"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_111219676" 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. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="111749803" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/111749803/Assessment_Strategies_Used_by_University_Instructors">Assessment Strategies Used by University Instructors</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="56022961" href="https://independent.academia.edu/saldabbus">shaban aldabbus</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment Strategies Used by University Instructors, 2023</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 Strategies Used by University Instructors","attachmentId":109193566,"attachmentType":"pdf","work_url":"https://www.academia.edu/111749803/Assessment_Strategies_Used_by_University_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-related-work-grid-card-view-pdf" href="https://www.academia.edu/111749803/Assessment_Strategies_Used_by_University_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-related-work-sidebar-card" data-collection-position="1" data-entity-id="88478015" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/88478015/Formative_Assessment_in_Higher_Education">Formative Assessment in Higher Education</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="231738979" href="https://independent.academia.edu/nisreenahmed10">nisreen ahmed</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2008</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 Assessment in Higher Education","attachmentId":92444023,"attachmentType":"pdf","work_url":"https://www.academia.edu/88478015/Formative_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-related-work-grid-card-view-pdf" href="https://www.academia.edu/88478015/Formative_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-related-work-sidebar-card" data-collection-position="2" data-entity-id="32986633" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/32986633/Best_Practices_in_Academic_Assessment_in_Higher_Education">Best Practices in Academic Assessment in Higher Education</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="64172846" href="https://independent.academia.edu/VictorPastor7">Victor Manuel López Pastor</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Technology and Science Education, 2011</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":"Best Practices in Academic Assessment in Higher Education","attachmentId":53105704,"attachmentType":"pdf","work_url":"https://www.academia.edu/32986633/Best_Practices_in_Academic_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-related-work-grid-card-view-pdf" href="https://www.academia.edu/32986633/Best_Practices_in_Academic_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-related-work-sidebar-card" data-collection-position="3" data-entity-id="68363799" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/68363799/Studies_in_Higher_Education_Reconceptualising_assessment_feedback_a_key_to_improving_student_learning">Studies in Higher Education Reconceptualising assessment feedback: a key to improving student learning?</a><div class="ds-related-work--metadata"><a 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js-related-work-grid-card-view-pdf" href="https://www.academia.edu/68363799/Studies_in_Higher_Education_Reconceptualising_assessment_feedback_a_key_to_improving_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-related-work-sidebar-card" data-collection-position="4" data-entity-id="94122590" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/94122590/Assessment_of_Learning_in_Higher_Education">Assessment of Learning in Higher Education</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="167968686" href="https://stritch.academia.edu/MFallahi">Mitra Fallahi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><div 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data-collection-position="5" data-entity-id="25684839" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/25684839/Assessment_and_Evaluation_in_Higher_Education_A_written_reflective_and_dialogic_strategy_for_assessment_feedback_that_can_enhance_student_teacher_relationships">Assessment & Evaluation in Higher Education A written, reflective and dialogic strategy for assessment feedback that can enhance student/ teacher relationships</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="38339220" href="https://independent.academia.edu/GCrimmins">Gail Crimmins</a><span>, </span><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29652081" href="https://usc-au.academia.edu/FlorinOprescu">Florin Oprescu</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link 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