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Assessment activities are increasingly required to be developed in compliance with a set of given standards and criteria and graduates have to attain specific" /> <meta name="twitter:image" content="https://0.academia-photos.com/13768479/19827443/29235365/s200_najia.abdallaoui-_maan.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS" /> <meta property="og:title" content="FACULTY CONCEPTIONS OF ASSESSMENTS" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Learning outcomes&#39; 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" /> <meta property="article:author" content="https://independent.academia.edu/NajiaAbdallaouiMaan" /> <meta name="description" content="Learning outcomes&#39; 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" /> <title>(PDF) FACULTY CONCEPTIONS OF ASSESSMENTS</title> <link rel="canonical" href="https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS" /> <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 = 'dc2ad41da5d7ea682babd20f90650302fb0a3a36'; 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(1739719677000); window.Aedu.timeDifference = new Date().getTime() - 1739719677000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Learning outcomes\u0026amp;#39; 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\u0026amp;#39; 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","author":[{"@context":"https://schema.org","@type":"Person","name":"Najia Abdallaoui- Maan","url":"https://independent.academia.edu/NajiaAbdallaouiMaan"}],"contributor":[],"dateCreated":"2016-12-06","dateModified":"2018-06-02","datePublished":"2017-01-01","headline":"FACULTY CONCEPTIONS OF ASSESSMENTS","image":"https://attachments.academia-assets.com/56711576/thumbnails/1.jpg","inLanguage":"en","keywords":["Assessment in Higher Education"],"publication":"Revue Marocaine des Sciences Politiques et Sociales","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}],"thumbnailUrl":"https://attachments.academia-assets.com/56711576/thumbnails/1.jpg","url":"https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS"}</script><style 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{"work":{"id":30295479,"created_at":"2016-12-06T15:17:56.781-08:00","from_world_paper_id":null,"updated_at":"2021-01-17T19:49:23.085-08:00","_data":{"issue":"9","volume":"XV","abstract":"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","page_numbers":"187-214","publication_date":"2017,,","publication_name":"Revue Marocaine des Sciences Politiques et Sociales"},"document_type":"draft","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"FACULTY CONCEPTIONS OF ASSESSMENTS","broadcastable":true,"draft":true,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [13768479]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; 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":56711576,"attachmentType":"pdf"}"><img alt="First page of “FACULTY CONCEPTIONS OF ASSESSMENTS”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/56711576/mini_magick20180819-23888-pe4tbu.png?1534662354" /><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">FACULTY CONCEPTIONS OF ASSESSMENTS</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="13768479" href="https://independent.academia.edu/NajiaAbdallaouiMaan"><img alt="Profile image of Najia Abdallaoui- Maan" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/13768479/19827443/29235365/s65_najia.abdallaoui-_maan.jpg" />Najia Abdallaoui- Maan</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2017, Revue Marocaine des Sciences Politiques et Sociales</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">22 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 = 30295479; 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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">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-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":56711576,"attachmentType":"pdf","workUrl":"https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS"}">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":56711576,"attachmentType":"pdf","workUrl":"https://www.academia.edu/30295479/FACULTY_CONCEPTIONS_OF_ASSESSMENTS"}"><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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Recently, many Moroccan critical professorial voices have highlighted their dissatisfaction with the inappropriate and ineffective ways these interrelated procedures are being operated, and have strongly called for rethinking and reimplementing them. This study, therefore, sets out to investigate the actual conceptions held and practices manifested by Moroccan university professors in the EFL context by means of a field survey based on Brown's "teacher's conceptions of assessment" inventory (TCoA) which covers the fundamental notions of "student accountability", "school accountability", "improvement", and "irrelevance". To this end, the study, on one hand, provides a synoptic review of previous relevant research to lay a definitional and theoretical framework on the basis of which data analysis will be carried out. On the other hand, this analysis investigates the attitudes and perceptions of Moroccan EFL university professors permanently teaching at eight different Moroccan universities towards actual assessment modes and their implementation. This study is accordingly meant to explore these professors' testing mode preference, as well as to look at their attitude towards overall purposes of assessment.</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 EFL Professor's Conceptions and Practices of Assessment in Moroccan Higher Education","attachmentId":102474779,"attachmentType":"pdf","work_url":"https://www.academia.edu/102129184/Investigating_EFL_Professors_Conceptions_and_Practices_of_Assessment_in_Moroccan_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/102129184/Investigating_EFL_Professors_Conceptions_and_Practices_of_Assessment_in_Moroccan_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="121760727" 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/121760727/Comparing_Academic_Staff_and_StudentsPerceptions_of_the_Purpose_of_Assessment_in_Higher_Education">Comparing Academic Staff and Students'Perceptions of 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="309246962" href="https://independent.academia.edu/GossmannCarol">Carol Gossmann</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2008</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this study is, firstly, to determine if there is a difference in the perceptions of academic staff members and students concerning the purpose of their actual assessment practices. Secondly, the aim of the study is to identify what the challenges are that may influence the implementation of effective assessment practices. A case study design, involving the academic staff and students within the Baccalaureus Educationis (BEd) Early Childhood Development, Foundation Phase Programme in the Faculty of Education, University of Pretoria, was used. The sample consisted of 30 academic staff members and 114 third-year students who each completed a standardised questionnaire (quantitative data), to get a broader idea of their perceptions and understanding of the purpose of assessment practices. The questionnaire was followed up by face to face interviews (qualitative data) with three staff members and three students in order to validate and supplement the quantitative data. The method employed to analyse the collected data was a concurrent nested, mixed method design. The quantitative data analyses were done using SPSS computer software to determine the frequencies for both staff and students' perceptions. Statistical data analyses were also performed using a non-parametric chi-square technique. The collected qualitative data was first analysed using manifest and content data analysis. Codes had been developed after which the data was further analysed using SPSS computer software to determine the frequencies for both staff and students' perceptions. The standards model which represents assessment reform (enquiry or outcomes-based assessment) and the measurement model (traditional assessment) were used as framework to interpret the collected data. University of Pretoria-Gossmann, C (2008) iv The results of my study showed that both academic staff and students perceived the main purpose of assessment as developmental or formative. However, the stated importance of the formative purpose of assessment was not evident in the practice of academic staff. For example, academic staff reported that within their assessment practices, assessment either took place at the beginning of the module, sometimes during the module, but mostly at the end of the module. Furthermore, staff reported that within their assessment practices, self-and peer-assessment and feedback were infrequent occurrences and that feedback to students was almost never followed up with actions. Academic staff perceived the biggest challenge for effective assessment practice to be large class sizes, while students perceived the biggest challenge to be the reliability of assessment, including marking reliability and assessor reliability. I concluded that the standards model of assessment is the desirable model in formal education and especially Higher Education, because it attempts to reflect what has been learned in criterion referenced terms. However, in this study, as well as in the Maclellan study (2001) and LOAP study (Fun, 2005), academic staff declared a commitment to formative purposes of assessment, but students perceived that staff engages in practices that were not in line with the standards model of assessment.</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":"Comparing Academic Staff and Students'Perceptions of the Purpose of Assessment in Higher Education","attachmentId":116565651,"attachmentType":"pdf","work_url":"https://www.academia.edu/121760727/Comparing_Academic_Staff_and_StudentsPerceptions_of_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/121760727/Comparing_Academic_Staff_and_StudentsPerceptions_of_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="2" 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="3" 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="4" 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="5" 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="6" data-entity-id="122270519" 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/122270519/Exploring_Algerian_EFL_University_Instructors_Understanding_and_Practices_of_Learning_Oriented_Assessment">Exploring Algerian EFL University Instructors' Understanding and Practices of Learning-Oriented Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="315296274" href="https://independent.academia.edu/httpsatrasunivsaidadzen">Atras Journal</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="320591108" href="https://independent.academia.edu/NorElHoudaBoudibi">Nor-El-Houda Boudibi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Nor-el-Houda BOUDIBI & Saliha BELEULMI</p><p class="ds-related-work--abstract ds2-5-body-sm">The quality of assessment practices in higher education profoundly influences students' learning experiences and academic outcomes. A recent trend gaining popularity is Learning-Oriented Assessment, which tailors assessment practices to enhance student learning. This study explores Algerian EFL University teachers' comprehension of Learning Oriented Assessment and the extent to which their practices align with it. Through an online mixed questionnaire administered to 56 EFL teachers from different Algerian universities including Batna 2 University, M'sila University, University of Constantine 1 and Eloued University, the research uncovered a range of assessment practices. While some educators embrace some principles of Learning Oriented Assessment, others adhere to conventional assessment methods. Teachers also reported significant factors influencing their assessment choices, including class size and resource constraints. Given the recent shifts, proficiency in contemporary assessment methodologies is imperative for effective teaching and learning. By exploring how EFL instructors in Algeria view assessment, their practices, and the challenges they face, this paper highlights the need for pedagogical innovation in assessment and its practical application in the context of 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":"Exploring Algerian EFL University Instructors' Understanding and Practices of Learning-Oriented Assessment","attachmentId":116971460,"attachmentType":"pdf","work_url":"https://www.academia.edu/122270519/Exploring_Algerian_EFL_University_Instructors_Understanding_and_Practices_of_Learning_Oriented_Assessment","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/122270519/Exploring_Algerian_EFL_University_Instructors_Understanding_and_Practices_of_Learning_Oriented_Assessment"><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="75444190" 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/75444190/Appropriate_Steps_and_Ethical_Considerations_of_Assessment_Practices_in_the_University_of_Bamenda_A_Survey_of_Self_Assessment_and_Students_Perception_Inventories">Appropriate Steps and Ethical Considerations of Assessment Practices in the University of Bamenda: A Survey of Self-Assessment and Students' Perception Inventories</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="66873428" href="https://independent.academia.edu/VNGALIM">VALENTINE BANFEGHA NGALIM</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Scientific Research Journal</p><p class="ds-related-work--abstract ds2-5-body-sm">Teaching and assessment are two sides of the same coin. Assessment is an integral part of the teaching profession and the results of any assessment are a measuring rod to evaluate the teacher's output. To ensure the validity of the tests used by teachers, appropriate test construction, administration and scoring procedures should be used. The main question addressed in this study is whether teachers use appropriate construction procedures to enhance the validity of the results obtained from testing. In executing this study, a survey approach was used and the population of the study comprised lecturers and students in some selected faculties of the University of Bamenda. From the population, a sample of 53 teachers and 238 students were selected. Two questionnaires focusing on steps in constructing a valid achievement test, administering it with the use of ethical issues were designed. The reliability of the scores from the instrument was determined using Cronbach alpha and it yielded a value of .702 for students and 0.823 for lecturers. Samples of 30 tests papers were examined. The data collected from questionnaires were analyzed using means and percentages, t-test and factor analysis. The results indicated that teachers exhibited good test developments. They however did not use test blue print, no item analysis and no peer review of items. It was recommended that teacher development seminars be organized regularly to fill the gaps noticed in this study.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Appropriate Steps and Ethical Considerations of Assessment Practices in the University of Bamenda: A Survey of Self-Assessment and Students' Perception Inventories","attachmentId":83210324,"attachmentType":"pdf","work_url":"https://www.academia.edu/75444190/Appropriate_Steps_and_Ethical_Considerations_of_Assessment_Practices_in_the_University_of_Bamenda_A_Survey_of_Self_Assessment_and_Students_Perception_Inventories","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/75444190/Appropriate_Steps_and_Ethical_Considerations_of_Assessment_Practices_in_the_University_of_Bamenda_A_Survey_of_Self_Assessment_and_Students_Perception_Inventories"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="109596490" 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/109596490/Beliefs_and_understandings_of_assessment_theories_and_terminologies_by_university_lecturers">Beliefs and understandings of assessment theories and terminologies by university lecturers</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="1290580" href="https://itesm.academia.edu/KatherinaGallardo">Katherina Gallardo</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="134414175" href="https://independent.academia.edu/JuanCarlosMoralesPi%C3%B1ero" rel="nofollow">Juan Carlos Morales Piñero</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="294511711" href="https://independent.academia.edu/MadalennaTaras">Madalenna Taras</a></div><p class="ds-related-work--metadata ds2-5-body-xs">London Review of Education, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">This study investigated the beliefs and practices of university lecturers around assessment theories and their links with teaching practices. Given the discrepancies in the literature, the research explored the gap in theoretical understandings of summative and formative assessment and the relationship between them, as well as the relationship with lecturers’ own practices. In total, 109 lecturers from a Colombian institution of higher education participated. An instrument consisting mainly of quantitative questions, with some qualitative questions, which was originally designed to investigate these beliefs and practices among higher education lecturers in England, was used. The translation, validation and reliability processes of the instrument were carried out. Thus, an exploratory factorial study was performed to establish the dimensions of the instrument, determining seven factors. The results indicate discrepancies between what lecturers understand by formative and summative assessment and their practices in the classroom.</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":"Beliefs and understandings of assessment theories and terminologies by university lecturers","attachmentId":107673650,"attachmentType":"pdf","work_url":"https://www.academia.edu/109596490/Beliefs_and_understandings_of_assessment_theories_and_terminologies_by_university_lecturers","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/109596490/Beliefs_and_understandings_of_assessment_theories_and_terminologies_by_university_lecturers"><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="63654374" 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/63654374/Moroccan_EFL_Public_High_School_Teachers_Perceptions_and_Self_Reported_Practices_of_Assessment">Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33117706" href="https://ens.academia.edu/AbderrahimMamad">Abderrahim Mamad</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Language and Education</p><p class="ds-related-work--abstract ds2-5-body-sm">This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items about teachers’ perceptions and self-reported practices were valid and both their data and sampling were acceptable for factor analysis of three subscales (traditional assessment, alternative assessment related with assessment as learning, and assessment for learning), and all scales proved to be reliable. Based on the three research questions, the study yielded the following results: (1) Teachers perceived the objectives of alternative assessment to be significantly more important than those of traditional assessment. (2) Based on their self-reported practices, teachers mainly used traditional assessment methods more often than alternative assessment methods associated with assessment as an...</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":"Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment","attachmentId":76012243,"attachmentType":"pdf","work_url":"https://www.academia.edu/63654374/Moroccan_EFL_Public_High_School_Teachers_Perceptions_and_Self_Reported_Practices_of_Assessment","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/63654374/Moroccan_EFL_Public_High_School_Teachers_Perceptions_and_Self_Reported_Practices_of_Assessment"><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":56711576,"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":56711576,"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_56711576" 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="98952736" 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/98952736/The_Assessment_Profession_in_Higher_Education_A_Snapshot_of_Perceptions_Roles_and_Activities">The Assessment Profession in Higher Education: A Snapshot of Perceptions, Roles, and Activities</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="35342070" href="https://independent.academia.edu/ConnaBral">Conna Bral</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment Update, 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