Assessing Learning in Higher Education
(2012) In Project and Conference Reports- Abstract
- Assessment is a key activity within the higher education system. From the student´s perspective, assessment shapes what is to be learned; from the perspective of the educator it gives clear inputs about the quality of learning. Thus, as defined by the term, ‘Constructive alignment’, by careful planning of the assessment strategy and wise selection of the assessment methods, the teaching-learning experience can be designed in an aligned manner towards the achievement of the learning outcomes. Although, defined in different ways, the basic purpose of assessment is to work as a feedback tool to both, students and teachers, to improve the student learning. In this work, we review and comment on theoretical aspects of assessment including its... (More)
- Assessment is a key activity within the higher education system. From the student´s perspective, assessment shapes what is to be learned; from the perspective of the educator it gives clear inputs about the quality of learning. Thus, as defined by the term, ‘Constructive alignment’, by careful planning of the assessment strategy and wise selection of the assessment methods, the teaching-learning experience can be designed in an aligned manner towards the achievement of the learning outcomes. Although, defined in different ways, the basic purpose of assessment is to work as a feedback tool to both, students and teachers, to improve the student learning. In this work, we review and comment on theoretical aspects of assessment including its significance and characteristics. Moreover, some important considerations regarding the design of the assessment activities are presented, together with the description of some methods for assessing learning. With this work we would like to invite the reader to reevaluate the significance of assessment within the learning experience, and by this, hopefully the educator is “inspired” to improve the assessment activities in the classroom or another less conventional learning space. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4378001
- author
- Alhelfi, Ali Kadhim Hadi LU ; Wang, Lei LU ; Pawar, Sudhanshu LU ; Wallace, Valeria LU and Ghorbani-Tari, Zahra LU
- organization
- publishing date
- 2012
- type
- Book/Report
- publication status
- published
- subject
- keywords
- Assessment, Student, Teacher, Learning, Constructive alignment
- categories
- Higher Education
- Popular Science
- in
- Project and Conference Reports
- pages
- 13 pages
- publisher
- Genombrottet, Lunds tekniska högskola
- report number
- GEM001F
- language
- English
- LU publication?
- yes
- id
- 6ebef726-1f2d-4c5e-9405-38fcec38420c (old id 4378001)
- alternative location
- http://journals.lub.lu.se/index.php/KG/article/view/6047/5216
- date added to LUP
- 2016-04-04 11:38:52
- date last changed
- 2018-11-21 21:06:14
@techreport{6ebef726-1f2d-4c5e-9405-38fcec38420c,
abstract = {{Assessment is a key activity within the higher education system. From the student´s perspective, assessment shapes what is to be learned; from the perspective of the educator it gives clear inputs about the quality of learning. Thus, as defined by the term, ‘Constructive alignment’, by careful planning of the assessment strategy and wise selection of the assessment methods, the teaching-learning experience can be designed in an aligned manner towards the achievement of the learning outcomes. Although, defined in different ways, the basic purpose of assessment is to work as a feedback tool to both, students and teachers, to improve the student learning. In this work, we review and comment on theoretical aspects of assessment including its significance and characteristics. Moreover, some important considerations regarding the design of the assessment activities are presented, together with the description of some methods for assessing learning. With this work we would like to invite the reader to reevaluate the significance of assessment within the learning experience, and by this, hopefully the educator is “inspired” to improve the assessment activities in the classroom or another less conventional learning space.}},
author = {{Alhelfi, Ali Kadhim Hadi and Wang, Lei and Pawar, Sudhanshu and Wallace, Valeria and Ghorbani-Tari, Zahra}},
institution = {{Genombrottet, Lunds tekniska högskola}},
keywords = {{Assessment; Student; Teacher; Learning; Constructive alignment}},
language = {{eng}},
number = {{GEM001F}},
series = {{Project and Conference Reports}},
title = {{Assessing Learning in Higher Education}},
url = {{http://journals.lub.lu.se/index.php/KG/article/view/6047/5216}},
year = {{2012}},
}