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The main assessment techniques are presented and explained, insisting on their ability of coping with different objectives that can be assumed by the evaluation process. The paper insists on the importance of choosing the adequate methods for the assessment of learning and on the need to create new ones able to fit better to the needs of the new generations. It also tackles the limits of using these methods and the nexus generated by the conflict between adopting the optimal methods for the assessment of learning from a scientific point of view and the need for imposing working procedures and standards in the higher education system that sometimes prevent from achieving the optimum. 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emphasis on the challenges that the evolution of the society imposed to this process. The main assessment techniques are presented and explained, insisting on their ability of coping with different objectives that can be assumed by the evaluation process. The paper insists on the importance of choosing the adequate methods for the assessment of learning and on the need to create new ones able to fit better to the needs of the new generations. It also tackles the limits of using these methods and the nexus generated by the conflict between adopting the optimal methods for the assessment of learning from a scientific point of view and the need for imposing working procedures and standards in the higher education system that sometimes prevent from achieving the optimum. Also, the factors that have a role to play in the choice of the design of the assessment of learning process a...","publisher":"Walter de Gruyter GmbH","publication_date":"2020,,","publication_name":"Proceedings of the International Conference on Business Excellence"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Some Considerations on the Assessment of Learning in Higher Education","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [192547185]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":105266140,"attachmentType":"pdf"}"><img alt="First page of “Some Considerations on the Assessment of Learning in Higher Education”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/105266140/mini_magick20230825-1-zbizpd.png?1692941014" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Some Considerations on the Assessment of Learning in Higher Education</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="192547185" href="https://independent.academia.edu/CatalinCurmei"><img alt="Profile image of Catalin Curmei" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/192547185/55386526/43561780/s65_catalin.curmei.png" />Catalin Curmei</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2020, Proceedings of the International Conference on Business Excellence</p></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This paper deals with presenting the main aspects of the assessment of learning in higher education, with an emphasis on the challenges that the evolution of the society imposed to this process. The main assessment techniques are presented and explained, insisting on their ability of coping with different objectives that can be assumed by the evaluation process. The paper insists on the importance of choosing the adequate methods for the assessment of learning and on the need to create new ones able to fit better to the needs of the new generations. It also tackles the limits of using these methods and the nexus generated by the conflict between adopting the optimal methods for the assessment of learning from a scientific point of view and the need for imposing working procedures and standards in the higher education system that sometimes prevent from achieving the optimum. Also, the factors that have a role to play in the choice of the design of the assessment of learning process a...</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":105266140,"attachmentType":"pdf","workUrl":"https://www.academia.edu/105934667/Some_Considerations_on_the_Assessment_of_Learning_in_Higher_Education"}">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":105266140,"attachmentType":"pdf","workUrl":"https://www.academia.edu/105934667/Some_Considerations_on_the_Assessment_of_Learning_in_Higher_Education"}"><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="105266140" data-landing_url="https://www.academia.edu/105934667/Some_Considerations_on_the_Assessment_of_Learning_in_Higher_Education" 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="73137758" 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/73137758/The_Evaluation_of_Learning_Assessment_in_Higher_Education_from_the_perception_of_students_to_the_ideal_evaluation">The Evaluation of Learning Assessment in Higher Education: from the perception of students to the ideal evaluation</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="60029445" href="https://independent.academia.edu/OrlandoPetiz">Orlando Petiz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Advances in Social Sciences Research Journal</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Evaluation of Learning Assessment in Higher Education: from the perception of students to the ideal evaluation","attachmentId":81775171,"attachmentType":"pdf","work_url":"https://www.academia.edu/73137758/The_Evaluation_of_Learning_Assessment_in_Higher_Education_from_the_perception_of_students_to_the_ideal_evaluation","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/73137758/The_Evaluation_of_Learning_Assessment_in_Higher_Education_from_the_perception_of_students_to_the_ideal_evaluation"><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="76101768" 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/76101768/Assessment_of_and_for_learning_in_higher_education">Assessment of and for learning 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="5339158" href="https://independent.academia.edu/ManuelFirminoTorres">Manuel Firmino Torres</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">This article examines the concepts of assessment “of” and “for” learning and their relationship with summative, formative and educative assessment. Aiming to identify the types of assessment used at the University of Porto in the last three years, during the transition period into the Bologna Process, questionnaires were employed to gather data from students and teachers. Surprisingly, comparing two programs (Integrated Master’s Programs in Engineering and Psychology), we conclude that the subject area of study does not interfere significantly with the respondents’ perceptions. SPSS was used for data analysis and, beyond other conclusions, we identified a transition phase in which different assessment methods coexist. However, summative assessment is no longer the only used or even the most commonly applied form of assessment. There is already a greater use of components of formative assessment. 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The learner should become a self-regulator and a self-evaluator. The instructor (faculty, supervisor, or mentor) at the university must understand that assessment is a process of coaching and assisting, not just approving students’ achievement. Technology acquired by the universities in the form of learning management systems (LMS) can be used to provide feedback and assistance to a large number of students. The role of feedback is discussed as an essential component of assessment that would help students to reflect and learn. Rubrics must be used as a tool to provide feedback to students instead of just grading assignments. 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href="https://www.academia.edu/115058095/Reflections_on_New_Trends_in_Higher_Education_Assessment">Reflections on New Trends in Higher Education Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="299545604" href="https://independent.academia.edu/IRINADAVID28">IRINA DAVID</a></div><p class="ds-related-work--metadata ds2-5-body-xs">SYNERGY</p><p class="ds-related-work--abstract ds2-5-body-sm">In the past few years all aspects of social and economic life were significantly impacted by the global pandemic, forcing everyone to reconsider familiar ways of doing things and carrying on with their personal and professional plans. Higher education was not an exception, and all the stakeholders involved in the educational system had to cope with numerous challenges and adapt quickly to many changes in all areas of their activity: teaching and learning, evaluating and grading, interaction between teachers and students and among peers, or administrative issues. This article aims to discuss the first two elements from this list and to show how the shift to exclusively online academic interaction triggered reconfigurations of the evaluation systems used in universities. While, as the title of the paper indicates, we would like to concentrate our attention on changes in assessment, we also consider that teaching and learning methods have a strong impact on how acquisition and developm...</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":"Reflections on New Trends in Higher Education Assessment","attachmentId":111577267,"attachmentType":"pdf","work_url":"https://www.academia.edu/115058095/Reflections_on_New_Trends_in_Higher_Education_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/115058095/Reflections_on_New_Trends_in_Higher_Education_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="8" 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="9" data-entity-id="79940875" 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/79940875/Assessing_is_not_a_joke_Alternative_assessment_practices_in_higher_education">Assessing is not a joke. Alternative 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="2114859" href="https://indire1.academia.edu/MargheritaDiStasio">Margherita Di Stasio</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 context of a general renewal of teaching and learning practices in higher education, specific attention is paid to formative assessment and to the exploration of alternative assessment techniques. This paper presents a study carried out at the University of Florence involving around 200 first-year students in a course where such assessment techniques were adopted. The results showed mixed evidence. Regarding peer-assessment validity, statistical analysis gave a fair level of accordance. As for students’ perception, their concerns about peer- and self-assessment emerged, especially because they understand assessment as a summative and not as a formative practice. Implications are discussed, paving the way for possible future research. Valutare non e uno scherzo. Le pratiche alternative di valutazione nel contesto universitario. Nel quadro di un rinnovamento generale delle pratiche di insegnamento e apprendimento universitarie, un’attenzione particolare e rivolta alla valutaz...</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":"Assessing is not a joke. Alternative assessment practices in higher education","attachmentId":86488146,"attachmentType":"pdf","work_url":"https://www.academia.edu/79940875/Assessing_is_not_a_joke_Alternative_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/79940875/Assessing_is_not_a_joke_Alternative_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></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":105266140,"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":105266140,"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_105266140" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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