The Role of Assesment in Higher Education
Table of Content
No Title Page No
1 Introduction
2 Role of assessment in curriculum design , learning & teaching
3 Assessment for learning v Assessment of Learning
4. Issues and concerns
Abstract
Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences. Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these industry relevant skills lecturers suggest assessment be integral to teaching and how learning activities are structured. Hence , this report reviews the role of assessment in curriculum design & change, it’s importance of continuous assessment for enhancing learning, common assessment practices and it issues and concerns.
1. Introduction:
In this report, literature researched was with regards to the role of assessment in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of assessment in curriculum design, implementation and enhancement of learning.
1. What is curriculum and the role of assessment in curriculum development and enhancement?
2. What is Assessment of learning v Assessment for Learning and the practices in higher education
3. Issues and concerns on assessment in teaching and learning at institutions of higher learning?
2. Assessment as a part of curriculum practice
Curriculum is a Latin word and it refers to a ‘course’ or a ‘track’ to be followed. In education, the focus is learning, then the most appropriate interpretation for the word curriculum is viewed as a course or ‘plan for learning’ (ef. Taba , 1962). (Howell and Evans, 1995)
No Title Page No
1 Introduction
2 Role of assessment in curriculum design , learning & teaching
3 Assessment for learning v Assessment of Learning
4. Issues and concerns
Abstract
Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences. Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these industry relevant skills lecturers suggest assessment be integral to teaching and how learning activities are structured. Hence , this report reviews the role of assessment in curriculum design & change, it’s importance of continuous assessment for enhancing learning, common assessment practices and it issues and concerns.
1. Introduction:
In this report, literature researched was with regards to the role of assessment in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of assessment in curriculum design, implementation and enhancement of learning.
1. What is curriculum and the role of assessment in curriculum development and enhancement?
2. What is Assessment of learning v Assessment for Learning and the practices in higher education
3. Issues and concerns on assessment in teaching and learning at institutions of higher learning?
2. Assessment as a part of curriculum practice
Curriculum is a Latin word and it refers to a ‘course’ or a ‘track’ to be followed. In education, the focus is learning, then the most appropriate interpretation for the word curriculum is viewed as a course or ‘plan for learning’ (ef. Taba , 1962). (Howell and Evans, 1995)
References: Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An Introduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in Education 5(1) Black,P.,and William,D Diamond, R.M. (1998). Designing and Assessing Courses and Curricula: A practical Guide. Sanfrancisco: Jossey-Bass Inc Boud, D Gibbs, G. & Simpson, C. (2004-5) Conditions under which assessment supports students ' learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S.M. (2001). Successful students’ formative and summative use of assessment information. Assessment in education 8, 153-169 Brown S Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. Paper Presented at Chinese University of Hong Kong. Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational measurement:Issue and practice 23(1), 17-27 James,D Meherens, W.A., and Lehmann, J.I. (1991). Measurement and Evaluation in Education & Psychology (4th ed). Wadsworth: Thomson learning Nitko, A.J Pratt,D. (1998). Curriculum planning: A handbook for professionals. London: Harcourt Brace College Publishers Smith, K.J Stiggins,R.J. (1992). Relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et.al (1997)