scholarly journals Transforming assessment practices in a higher education institution

2018 ◽  
Author(s):  
Carmen Tomas
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Cultural Change ◽  
Education Institution ◽  
Assessment Practices ◽  
Shared Understanding ◽  
Assessment Practice ◽  
Institutional Practices ◽  
Institutional Level ◽  
Areas Of Concern

A review of institutional practices is presented to elicit the extent to which assessment practices really align with the principles of the standards-based paradigm. An institutional case presents the creation of a framework for practice and its use in evaluating institutional practices. Insights at institutional level suggest that mainstream practices and cultural change may need transformation. In particular, design, student engagement, marking and review of assessments may require strengthening. The ensuing institutional agenda to address central areas of concern have evolved into a range of institution-wide initiatives. The case illustrates how faculty and centre projects may work together to enhance the shared understanding of institutional  “good” assessment practice and the development of communities of practice.

Fostering a Technology Cultural Change

2011 ◽  
pp. 240-246
Author(s):  
Dan Lim
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Cultural Change ◽  
Paradigm Shift ◽  
Education Institution ◽  
Paradigm Shifts ◽  
University Of Minnesota ◽  
Laptop Computing ◽  
Technology Commitment ◽  
The University

Many people in higher education wonder where the rapid changes in information technology are going to take them. Many more fear that the ongoing information technology explosion may eventually leave them behind. Due to entrenched mindsets and bureaucracy in higher education, fostering a technology cultural change requires paradigm shifts in all areas of administration, teaching, and research. A fundamental paradigm shift must happen in four areas before a technology cultural change can be set on a forward path. This chapter focuses on four essential components of a paradigm shift in technology and higher education at the University of Minnesota Crookston (UMC). This case describes how a paradigm shift model can help to promote a long-term technology cultural change in a higher education institution. The model consists of technology commitment, technology philosophy, investment priority, and development focus. It has been used at UMC to bring about a reengineering of the entire institution to support a ubiquitous laptop environment throughout the curriculum and campus. The model has helped UMC achieve an overwhelming success in utilizing laptop computing and other technology to enhance learning.

Bridging the Instructional Designers and Lecturers in Technology Education

2011 ◽  
pp. 215-237
Author(s):  
Samuel Ng Hong Kok ◽  
Tang Buay Choo ◽  
Myint Swe Khine
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Communities Of Practice ◽  
Technology Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Objects ◽  
Instructional Designers ◽  
Higher Education Institution

This chapter examines an initiative to create educational technology (ET) Champions and leaders within a higher education institution in Singapore. It examines how the concept of communities of practice was applied to an initiative for transforming teaching and learning through educational technology. Instructional designers coached ET Champions in the principles of creating learning objects who later returned to their respective colleges to work with other lecturers. ET Champions progressed through five stages, which included peripheral, legitimate, core, strategic and transformational membership. Each stage required support and guidance within the community.

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

2020 ◽  
pp. 256-271
Author(s):  
Abatihun Alehegn Sewagegn ◽  
Boitumelo Molebogeng Diale
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Institution ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Higher Education Institution ◽  
Traditional Assessment ◽  
Qualitative Research Design ◽  
Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

scholarly journals Work-based learning as a catalyst for sustainability: a review and prospects

2017 ◽  
Vol 7 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Tony Wall ◽  
Ann Hindley ◽  
Tamara Hunt ◽  
Jeremy Peach ◽  
Martin Preston ◽  
...  
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Cultural Change ◽  
Education Institution ◽  
Professional Service ◽  
Boundary Crossing ◽  
Content Type ◽  
Learning Module ◽  
Climate Literacy

Purpose The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK. Findings Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Practical implications This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution. Originality/value This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.

scholarly journals Enhancing Learning for Early Years Foundation Degree Students: Empowerment through Heutagogy and Reflecting on the Notion of Knowledgeable Others

2019 ◽  
Vol 72 (1) ◽  
pp. 24-44
Author(s):  
Eleonora Teszenyi ◽  
Cristina Devecchi ◽  
Tanya Richardson
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Education Institution ◽  
Theory And Practice ◽  
Early Years ◽  
Small Scale ◽  
Higher Education Institution ◽  
Student Autonomy ◽  
Education Community ◽  
Direct Input

AbstractThis paper reports on a small-scale practitioner enquiry undertaken with 17 work-based learners studying on a two-year Early Years Foundation Degree programme in a higher education institution in England. The first aim of the enquiry was to identify the perspectives of a cohort of work-based Early Years Foundation Degree students on teaching strategies they experienced at a higher education institution in the English midlands. The second aim was to identify how the findings could be applied to curricular and andragogic enhancements for future students. Beliefs and attitudes questionnaires were administered to the students half way through their programme. Findings indicate that students valued strategies that included the direct input of the lecturers they regarded as ‘more knowledgeable others’ (Vygotsky, 1978), yet they rated peer support as less effective for their learning. Findings indicate that early years students’ applications of learned theory to work-based practice may need to go beyond a singular notion of ‘communities of practice’ (Lave & Wenger, 1991). Although these students are positioned and position themselves as more knowledgeable others in their own workplace communities, they regard themselves as lacking knowledge in their higher education community. As members of these various communities, they straddle heutagogic and andragogic approaches in their respective communities of practice. In recognition of this, the paper argues that not only should higher education lecturers working with work-based students adopt andragogic strategies but they should also promote heutagogic approaches that increase student autonomy. They should also communicate explicitly to their students the value of such strategies for learning in the field, both in theory and practice.

scholarly journals MYTHS AND REALITES OF STUDENT ASSESSMENT IN HIGHER EDUCATION OF ARMENIA

2021 ◽  
pp. 200-210
Author(s):  
Gohar Muradyan
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Assessment ◽  
Higher Learning ◽  
Assessment Practices ◽  
Process Assessment ◽  
Assessment Practice ◽  
Critical Question ◽  
Academic Environments ◽  
Teaching Learning

Student 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. This article challenges several myths about student assessment: that we know what we're grading, that we know what the results mean, that we can agree in practice on various criteria, which is possible to establish and apply unanimously. Despite these seeming difficulties, this article argues for the validity of assessments developed within particular academic environments in the higher learning institutes of Armenia. Do contemporary assessment practices perform these function: it 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.

scholarly journals Retraction Note to: “Global Assessment in the World Bank Education Strategy 2020”

2016 ◽  
Vol 7 (1&2) ◽  
Author(s):  
Christopher S. Collins
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Higher Education Policy ◽  
Program Review ◽  
Assessment Practices ◽  
National Assessment ◽  
Institutional Practices ◽  
The World Bank ◽  
Education Review

This article published in Volume 2, Issue 1, pages 29-41 (DOI 10.5195/ehe.2011.41) has been retracted at the request of the editors. The editors became aware of the issue on 21 March 2016 and quickly began investigating the situation. Several locations in the article contain plagiarized texts from various authors, either with inadequate or no attribution. Specifically, these include: excerpts from Marilee J. Bresciani’s 2006 book Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Practices appearing on page 30; excerpts from Tom Schuller and Stéphan Vincent-Lancrin’s chapter in the 2009 book International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? appearing on page 31; excerpts from the Organisation for Economic Co-operation and Development (OECD) website “UNESCO, OECD guidelines for quality provision in cross-border higher education” appearing on page 31; excerpts from David H. Kamens and Connie L. McNeely’s 2010 article, “Globalization and the Growth of International Education Testing and National Assessment” published in the Comparative Education Review appearing on page 31, and; excerpts from E. J. K. McKellar’s conference paper “Change our assessment practices? Why should we? The theory behind assessment practices” appearing on pages 32-33. The author apologizes to the journal and to its readers for the errors noted above.

scholarly journals Constructing Standards in Communities

2019 ◽  
pp. 245-269 ◽  
Author(s):  
Elsa Huertas-Barros ◽  
Juliet Vine
Keyword(s):  
Higher Education ◽  
Assessment Literacy ◽  
Assessment Instruments ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Translation Process ◽  
Translation Pedagogy ◽  
The University ◽  
Insight Into

Assessment practices on translation programs provide a valuable lens through which to view current understandings about the nature of translation pedagogy. In the context of competence-based training, the last decade has seen the proliferation of assessment instruments aimed at enhancing students' learning by prioritising competence development and the translation process. Using the University of Westminster as a case study, the authors have sought to provide a clearer insight into the current understandings of translation and assessment practices on the MA Translation courses in the light of the current debates in translation pedagogy. The authors undertook a two-pronged approach by surveying not only the tutors, but also the students. This chapter will present and analyse the findings of the two surveys on assessment practices using the framework of the six tenets of good assessment practice set out by the Higher Education Academy (HEA) and, in particular, assess to what extent assessment literacy has been developed.

scholarly journals Peer assessment in graphic design studio: Communication design students' perspectives

2018 ◽  
Vol 37 (1) ◽  
pp. 64-74
Author(s):  
E. F. Eshun ◽  
P. Korwu ◽  
E. Appiah
Keyword(s):  
Higher Education ◽  
Graphic Design ◽  
Peer Assessment ◽  
Assessment Process ◽  
Design Studio ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Kwame Nkrumah ◽  
Education Delivery ◽  
Almost All

Large class-sizes have become a common feature in almost all higher education institutions in developing countries. Consequently, educators have to implement innovative pedagogies and assessment practices to deal with the current challenges in education delivery at that level. The purpose of this study was to examine students’ perceptions of their attitudes during peer assessment practice in graphic design studio in higher education. The study was conducted with 94 students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. The results showed that the students had a positive experience and perception of the peer assessment process. They also held positive views of the task worth of peer-assessment just like their perception of peer-assessment as an aid to learning. The results revealed that peer learning and objectivity are significantly related to task worth. The findings of this study have confirmed the advantages associated with the use of peer-assessment in higher education instead of a teacher centered approach and reaffirmed the existing unequivocal views held by similar studies.Keywords: Peer assessment; students’ perceptions; studio pedagogy; graphic design

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