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DiLoreto</a></div><p class="ds-work-card--detail ds2-5-body-sm">2013</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":107435900,"attachmentType":"pdf","workUrl":"https://www.academia.edu/109255898/Multi_group_invariance_of_the_conceptions_of_assessment_scale_among_university_faculty_and_students"}">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":107435900,"attachmentType":"pdf","workUrl":"https://www.academia.edu/109255898/Multi_group_invariance_of_the_conceptions_of_assessment_scale_among_university_faculty_and_students"}"><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="107435900" data-landing_url="https://www.academia.edu/109255898/Multi_group_invariance_of_the_conceptions_of_assessment_scale_among_university_faculty_and_students" 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="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><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="1" data-entity-id="30295479" 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/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS">FACULTY CONCEPTIONS OF ASSESSMENTS</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="13768479" href="https://independent.academia.edu/NajiaAbdallaouiMaan">Najia Abdallaoui- Maan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revue Marocaine des Sciences Politiques et Sociales, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Learning outcomes' assessment holds a dominant place in Moroccan higher education (HE). Assessment activities are increasingly required to be developed in compliance with a set of given standards and criteria and graduates have to attain specific levels of knowledge, skills and competencies in various disciplines and professions. Other stakeholders (e.g. employers, government officials, international organizations, etc.) than faculty and students have become involved in determining learning purposes and outcomes of the educational process. Nevertheless, many beliefs about assessments' purposes and practices are still taken for granted and can prove flawed when put under scrutiny. The present study explores the issue through uncovering the faculty practices and beliefs about assessments, and the influencing contextual factors. The study uses a qualitative approach, based on semi structured interviews. The respondents are seventeen faculty members from varied Moroccan HE institutions and different academic disciplines. Conclusions and recommendations are made. Keywords: faculty higher education assessment beliefs practices methods criteria standards quality challenge</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 CONCEPTIONS OF ASSESSMENTS","attachmentId":56711576,"attachmentType":"pdf","work_url":"https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS","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/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS"><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="79388119" 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/79388119/Relationships_Between_Perception_toward_Assessment_with_Learning_Result_of_Student">Relationships Between Perception toward Assessment with Learning Result of Student</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="120647353" href="https://independent.academia.edu/sitimarfuah110">siti marfuah</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of the National Seminar on Chemistry 2019 (SNK-19), 2019</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":"Relationships Between Perception toward Assessment with Learning Result of Student","attachmentId":86120148,"attachmentType":"pdf","work_url":"https://www.academia.edu/79388119/Relationships_Between_Perception_toward_Assessment_with_Learning_Result_of_Student","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/79388119/Relationships_Between_Perception_toward_Assessment_with_Learning_Result_of_Student"><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="34719005" 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/34719005/Exploration_of_Conceptions_of_Assessment_within_High_Stakes_U_S_Culture">Exploration of Conceptions of Assessment within High-Stakes U.S. Culture</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="1903800" href="https://uwf.academia.edu/MelanieDiLoreto">Melanie DiLoreto</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="69131506" href="https://independent.academia.edu/ChristiePellow">Christie Pellow</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="68964090" href="https://independent.academia.edu/DavidStout7">David Stout</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Past quantitative research about students' and faculty members' conceptions of assessment indicates that faculty believe that one of the primary purposes of assessment is for improvement of both teaching and learning. Students, however, associate a primary reason for assessment in higher education for accountability of both students and the institution. The present study aimed to determine if beliefs were congruent between student and faculty responses to open-ended survey items. Using a phenomenological approach to investigate students' and faculty members' conceptions of assessment, the researchers found discrepant results when qualitative data were compared to the results of past quantitative studies (Brown, 2004; DiLoreto, 2013; Fletcher, Meyer, Anderson, Johnston, & Rees, 2011). Additional results of this inquiry and implications of these findings for educational settings are discussed.</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":"Exploration of Conceptions of Assessment within High-Stakes U.S. Culture","attachmentId":54575628,"attachmentType":"pdf","work_url":"https://www.academia.edu/34719005/Exploration_of_Conceptions_of_Assessment_within_High_Stakes_U_S_Culture","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/34719005/Exploration_of_Conceptions_of_Assessment_within_High_Stakes_U_S_Culture"><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="16570933" 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/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_of_Assessment_in_Higher_Education">Perceptions of College Faculty Concerning the Purpose 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="1217351" href="https://ndsu.academia.edu/ClaudettePeterson">Claudette Peterson</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="911520" href="https://ndsu.academia.edu/ChrisRay">Chris Ray</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="93443" href="https://okstate.academia.edu/DianeMontgomery">Diane Montgomery</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Human Subjectivity</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence indicates that faculty members often prioritize assessment activities below other activities, if at all. As individual perceptions are often the best predictors of behavior, and beliefs influence perceptions, judgments, and practices, the purpose of this study was to describe the perceptions of faculty at two large, public research universities concerning the ways that institutions of higher education should utilize assessment of student learning outcomes. Participants completed a Q sort with 36 items representing the perceived accountability vs. improvement dichotomy at the course, program, and institutional levels. Additional statements represented negative views toward assessment. Two distinct factors resulted. It&#39;s Not Personal ...</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":"Perceptions of College Faculty Concerning the Purpose of Assessment in Higher Education","attachmentId":39055995,"attachmentType":"pdf","work_url":"https://www.academia.edu/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_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/16570933/Perceptions_of_College_Faculty_Concerning_the_Purpose_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="94594551" 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/94594551/Assessment_in_Higher_Institutions_Do_Students_and_Lecturers_Share_Similar_Preference">Assessment in Higher Institutions: Do Students and Lecturers Share Similar Preference?</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="152702355" href="https://independent.academia.edu/DRNOORLIZAADNAN">DR. NOOR LIZA ADNAN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Recent Technology and Engineering (IJRTE), 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper aims to understand the assessment preference of Gen Z, a student cohort currently being served in higher learning institutions. It tends to investigate the formative assessment activities preferred by Gen Z, followed by the range of marks for each activity. It also tries to discover their preference for the proportion of mark for formative assessment as compared to final examination. Data was collected from 420 diploma students and 22 lecturers taking (and teaching) management accounting subject in a public university in Malaysia. The values of mode and the frequency were used to achieve the above objectives. In addition, the interview session with students and lecturers was also conducted to gather additional related information. The results revealed that both students and lecturers favor traditional assessment over alternative assessment. In terms of alternative assessments, unlike lecturers, students ranked activities that require higher order thinking last. Both stude...</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 Institutions: Do Students and Lecturers Share Similar Preference?","attachmentId":97008112,"attachmentType":"pdf","work_url":"https://www.academia.edu/94594551/Assessment_in_Higher_Institutions_Do_Students_and_Lecturers_Share_Similar_Preference","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/94594551/Assessment_in_Higher_Institutions_Do_Students_and_Lecturers_Share_Similar_Preference"><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="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 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