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Journal articles on the topic 'Assessment in higher education'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Allen, Nancy. "Assessment in Higher Education." Reference Librarian 17, no. 38 (1992): 57–68. http://dx.doi.org/10.1300/j120v17n38_08.

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Shahobutdinova, Dilnoza Muhitdinovna. "ASSESSMENT IN HIGHER EDUCATION." ACADEMIC RESEARCH IN MODERN SCIENCE 1, no. 18 (2022): 53–58. https://doi.org/10.5281/zenodo.7344645.

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Much scholarship has focused on the importance of student assessment in teaching and learning in higher education. Student assessment is a critical aspect of the teaching and learning process. Whether teaching at the undergraduate or graduate level, it is important for instructors to strategically evaluate the effectiveness of their teaching by measuring the extent to which students in the classroom are learning the course material. This teaching guide addresses the following: 1) defines student assessment and why it is important, 2) identifies the forms and purposes of student assessment in t

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MENON, SHALINI. "Organizational Agility Assessment for Higher Education Institution." Journal of Research on the Lepidoptera 51, no. 1 (2020): 561–73. http://dx.doi.org/10.36872/lepi/v51i1/301050.

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CARBINATTO, Michele Viviene, and Myrian NUNOMURA. "Gymnastics in higher education: reflections on assessment." Revista Brasileira de Educação Física e Esporte 30, no. 1 (2016): 171–81. http://dx.doi.org/10.1590/1807-55092016000100171.

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Abstract Assessment procedures were based on the traditional educational paradigms of linearity and sequence, whose aim was to categorize and select individuals. With the advancement of Social and Human Sciences, assessments gained both a reflexive and an analytical characteristic and now they constitute a system of support and guidance for individual and group learning, all without losing sight of building character in the students. Supported by qualitative research, this study identified and discussed the assessments used by 14 university lecturers in the state of São Paulo who teach Gymnast

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Ďurišová, Mária, Alžbeta Kucharčíková, and Emese Tokarčíková. "Assessment of Higher Education Teaching Outcomes (Quality of Higher Education)." Procedia - Social and Behavioral Sciences 174 (February 2015): 2497–502. http://dx.doi.org/10.1016/j.sbspro.2015.01.922.

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Salmon, Emmanuel. "Assessment of Higher Education Personnel." Higher Education Management and Policy 20, no. 1 (2007): 1–22. http://dx.doi.org/10.1787/hemp-v20-art2-en.

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Fuller, John A. "Music Assessment in Higher Education." Open Journal of Social Sciences 02, no. 06 (2014): 476–84. http://dx.doi.org/10.4236/jss.2014.26056.

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Brink, Roelien, and Geoffrey Lautenbach. "Electronic assessment in higher education." Educational Studies 37, no. 5 (2011): 503–12. http://dx.doi.org/10.1080/03055698.2010.539733.

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Craddock, Deborah, and Haydn Mathias. "Assessment options in higher education." Assessment & Evaluation in Higher Education 34, no. 2 (2009): 127–40. http://dx.doi.org/10.1080/02602930801956026.

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Lincoln, Daniel, and Mary-Louise Kearney. "Competence assessment in higher education." Studies in Higher Education 40, no. 3 (2015): 391–92. http://dx.doi.org/10.1080/03075079.2015.1005334.

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Begnum, Miriam Eileen Nes, and Rikke Julie Foss-Pedersen. "Digital assessment in higher education." Universal Access in the Information Society 17, no. 4 (2017): 791–810. http://dx.doi.org/10.1007/s10209-016-0513-9.

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Erwin, T. Dary. "Assessment Issues in Higher Education." Educational Measurement: Issues and Practice 12, no. 4 (2005): 41. http://dx.doi.org/10.1111/j.1745-3992.1993.tb00557.x.

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Sawand, Farzand Ali, Behram Ali Chandio, Muhammad Bilal, M. Rizwan Rasheed, M. Ali Raza, and Naveed Ahmad. "Quality Assessment in Higher Education." International Letters of Social and Humanistic Sciences 50 (March 2015): 162–71. http://dx.doi.org/10.18052/www.scipress.com/ilshs.50.162.

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This study aim’s to identify the significance of quality assessment in higher education and how assessment is valuable for the betterment of educational process and student learning. As assessment is ongoing process for setting standards of higher education and measuring the progress toward learning outcomes so this study helps us to determine the new teaching methodologies and which innovations are required in this era of global education competition.

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Callies, Marcus, Ekaterina Zaytseva, and Rebecca L. Present-Thomas. "Writing assessment in higher education." Dutch Journal of Applied Linguistics 2, no. 1 (2013): 1–15. http://dx.doi.org/10.1075/dujal.2.1.03cal.

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The importance of appropriate assessment methods for academic writing skills in higher education has received increasing attention in SLA research in recent years. Despite this, there is still relatively little understanding of how academic writing skills develop at the most advanced levels of proficiency. Use of the Common European Framework of Reference for Languages (CEFR) is one way to ensure the comparability of findings across research efforts and continue to move the field forward. This paper presents some key concepts and definitions from the fields of SLA and advancedness research, la

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Al-Ali, Maytha. "Assessment Management in Higher Education." International Review of Management and Marketing 14, no. 3 (2024): 105–12. http://dx.doi.org/10.32479/irmm.16252.

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This paper presents key findings from a study conducted with several universities in the GCC region regarding their approach and use of e-Assessment within their learning environments. The study identifies key factors that could impact the use and quality of e-Assessment, and describe how those factors could influence forming a consistent and effective approach to employ a long-term e-Assessment approach. Data was collected from several higher education institutions in the GCC region, using an online survey, in-depth interviews with academic administrators, and direct observation. The study id

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Gunawan, Sultan Hafiz, Erina Dwianti, and Gibran Suryantono. "Literacy assessment of English teachers: Need analysis for higher education contexts." Linguistics and Education Journal 3, no. 2 (2025): 046–51. https://doi.org/10.26877/lej.v3i2.22037.

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This paper is aimed to describe what knowledge and skills an English teacher should have to be assessment literate. The paper focuses on the following four basic knowledge areas of assessment literacy. First, English teachers should know what assessment is in general and what classroom assessment is. Second, the teachers should know the purposes of assessment. This knowledge will guide the teachers to create general learning goals, construct clear learning targets, and formulate clear rubrics. Third, the teachers should be aware of various assessment methods in ELT. Last, the teachers should c

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Bjælde, Ole Eggers, Tove Hedegaard Jørgensen, and Annika Büchert Lindberg. "Continuous assessment in higher education in Denmark." Dansk Universitetspædagogisk Tidsskrift 12, no. 23 (2017): 1–19. http://dx.doi.org/10.7146/dut.v12i23.25634.

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Designing fair and efficient ways of assessing student learning is a challenge to most teachers in higher education. It is possible that multiple graded, low-stake activities during the teaching period can either replace or supplement end-of-semester exams to measure student performance. Such a shift to continuous assessment has the potential not only to increase efficiency but, importantly, also enhance student learning. Continuous assessment is used widely internationally and now (since 2016) also allowed at Danish Universities. Here we review the advantages and disadvantages of this assessm

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Iskandarova, Gulnara. "Quality and Skill-based Assessment in Higher Education." Uzbekistan: language and culture 4 (December 10, 2023): 142–52. http://dx.doi.org/10.52773/tsuull.uzlc.2023.4/vszn6091.

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One of the most important components of instructional programs is evaluation, which indicates an actual dedication to the execution and involvement of the educational system. As an educational assessment tool, we must keep in mind that various assessments are appropriate for different learning requirements and student capacities. No evaluation is without restrictions, and its advantages include validity, reliability, and objectivity. It is the result of the pupils’ performance and accomplishments. Students’ work performance varies according to their excitement, motiva- tion, competence, and ab

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Masaiti, Gift, Paul Kakupa, and Sydney Mupeta. "Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions." Scholarship of Teaching and Learning in the South 7, no. 3 (2023): 46–77. http://dx.doi.org/10.36615/sotls.v7i3.384.

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This paper interrogates emerging issues and assessment practices within higher education institutions in Zambia. It presents the reflections of a sample of lecturers and students from the country’s largest public university on their assessment experiences during and after the COVID-19 pandemic disruptions. Employing a qualitative research framework grounded in critical social theory, the study uncovers the constructions of assessment in higher education and how current assessment practices, particularly the focus on grades, undermine authentic learning experiences and learner motivation. Throu

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Schutte, Flip. "A model for assessments in higher education institutions." International Journal of Educational Management & Development Studies 5, no. 3 (2024): 92–117. http://dx.doi.org/10.53378/ijemds.353088.

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The rapid transition to online learning during the Covid-19 pandemic has necessitated re-evaluating assessment practices in higher education. This research article presents an assessment model to inform policymakers and practitioners of innovative approaches to address the challenges effectively. Using an action design research methodology, this study delves into the problem of online assessments in Private Higher Education Institutions (PHEIs). By considering the contextual factors of load shedding, unavailability of Wi-Fi, the requirement for cheat-proof evaluations, and the paramount import

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Talib, Rohaya. "Conceptions and Alternative Assessment Practice in Malaysian Higher Education." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 2822–32. http://dx.doi.org/10.5373/jardcs/v12sp7/20202423.

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Fenyő, Imre. "Professional Development in Higher Education." Practice and Theory in Systems of Education 12, no. 3 (2017): 152–60. http://dx.doi.org/10.1515/ptse-2017-0015.

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AbstractThe University of Debrecen is a participant of the PETRA project (Promoting Excellence in Teaching and Learning in Azerbaijani Universities) with the University of Jyvaskyla, Finland, University of Applied Sciences Vienna, Austria, Polytechnic University of Valencia, Spain. The aim of the project is promoting of teaching and learning excellence in Azerbaijan Universities, by supporting the professional development in higher education and, in the academic community. For this reason, the program wants to enhance the usage of technology and innovative forms of teaching, to provide support

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Caeiro, Sandra, and Ulisses M. Azeiteiro. "Sustainability Assessment in Higher Education Institutions." Sustainability 12, no. 8 (2020): 3433. http://dx.doi.org/10.3390/su12083433.

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This Special Issue “Sustainability Assessment in Higher Education Institutions” provides peer-reviewed research from several geographies and institutions and covering various topics with the broad objective of achieving an assessment of the effectiveness and impact of different implementation dimensions measuring and evaluating how sustainability is being applied in practice. A set of nine papers, covering sustainability education, interdisciplinary teaching, sustainable assessment, governance strategies, commitments and practices, and social responsibility at Higher Education Institutions, co

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Otto, Ana, and José Luis Estrada Chichón. "Analysing EMI assessment in higher education." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e15475. http://dx.doi.org/10.20952/revtee.v14i33.15475.

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This research article reveals current English as a Medium of Instruction (EMI) lecturers’ assessment practices in a medium-sized (i.e., 12,000 students) private university in Madrid, Spain. The investigation aims to analyse how EMI assessment is conducted; what are the most popular assessment tools that EMI lecturers use; and the role that English as a foreign language plays in EMI teaching. Moreover, this is a mixed-methods research investigation in which data were obtained throughout two tools: One questionnaire (Otto, 218) and two focus groups. All in all, the study clearly verifies that EM

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25

Blömeke, Sigrid, Jan-Eric Gustafsson, and Richard Shavelson. "“Assessment of Competencies in Higher Education”." Zeitschrift für Psychologie 221, no. 3 (2013): 202. http://dx.doi.org/10.1027/2151-2604/a000148.

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26

Stepanova, Maria. "Comprehensive quality assessment in higher education." English Studies at NBU 2, no. 2 (2016): 77–88. http://dx.doi.org/10.33919/esnbu.16.2.1.

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The article presents an analysis of approaches towards the development of a system of comprehensive quality assessment of education based on an example of one of Russia’s major institutions of higher education. The system encompasses all the participants in the educational process and related stakeholders. Comprehensiveness and balance of the quality assessment is achieved by unifying the centralised and decentralised approaches, whereby part of the work is carried out on the faculty or departmental level, while the other part is undertaken at a university-wide level. Based on this analysis, a

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Croft, Sally. "Higher Education: Research assessment re-assessed." Physics World 7, no. 7 (1994): 10. http://dx.doi.org/10.1088/2058-7058/7/7/11.

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Мирошников, Вячеслав, Vyacheslav Miroshnikov, Виктор Круглов, et al. "Model for higher education quality assessment." Bulletin of Bryansk state technical university 2015, no. 4 (2015): 73–80. http://dx.doi.org/10.12737/17094.

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Quality ensuring in training students and educational institutions graduates is one of the state directions in the sphere of education. In view of this the significance consists in the development, introduction and improvement of the assessment model for the quality of training students on the baccalaureate’s , specialist’s and master’s curricula. This paper reports the model considered for the correspondence assessment of curricula to the requirements of the Federal State All-Russian Standard for Higher Vocational Education (FSARS HVE) on basis of four indices and thirtytwo criteria according

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Braskamp, L. A. "Discussion on Assessment in Higher Education." American Journal of Evaluation 10, no. 4 (1989): 51–56. http://dx.doi.org/10.1177/109821408901000407.

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Morgan, Steve. "PERFORMANCE ASSESSMENT IN HIGHER EDUCATION LIBRARIES." Library Management 14, no. 5 (1993): 35–42. http://dx.doi.org/10.1108/01435129310019722.

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31

Bloxham, Sue, and Mark Carver. "Assessment for learning in higher education." Assessment & Evaluation in Higher Education 39, no. 1 (2013): 123–26. http://dx.doi.org/10.1080/02602938.2013.797652.

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Lopes Fernandes, Eva, Maria Assunção Flores, Gavin T. L. Brown, and Clara Coutinho. "CONCEPTIONS OF ASSESSMENT IN HIGHER EDUCATION." Revista Triângulo 17, no. 3 (2024): 88–110. https://doi.org/10.18554/rt.v17i3.7450.

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Under Bologna processes, it is important that educators understand and use assessment for formative purposes as well as traditional summative evaluation purposes. This small-scale exploratory study tested the Teachers Conceptions of Assessment (TCoA) inventory in the Portuguese higher education context. A convenience sample of Portuguese academic faculty (n=185) from five public universities and across multiple scientific areas were surveyed. Confirmatory factor analysis rejected the original model and preferred a four-factor model (i.e., improvement, assessment quality, institutional quality,

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Zlatkin-Troitschanskaia, Olga, Hans Anand Pant, Miriam Toepper, Corinna Lautenbach, and Dimitar Molerov. "Valid Competency Assessment in Higher Education." AERA Open 3, no. 1 (2017): 233285841668673. http://dx.doi.org/10.1177/2332858416686739.

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The aim of the 15 collaborative projects conducted during the new funding phase of the German research program Modeling and Measuring Competencies in Higher Education—Validation and Methodological Innovations (KoKoHs) is to make a significant contribution to advancing the field of modeling and valid measurement of competencies acquired in higher education. The KoKoHs research teams assess generic competencies and domain-specific competencies in teacher education, social and economic sciences, and medicine based on findings from and using competency models and assessment instruments developed d

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Braskamp, L. A. "Discussion on assessment in higher education." Evaluation Practice 10, no. 4 (1989): 51–56. http://dx.doi.org/10.1016/s0886-1633(89)80022-4.

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Cronemberger de Araújo Góes, Heloisa, and Alessandra Magrini. "Higher education institution sustainability assessment tools." International Journal of Sustainability in Higher Education 17, no. 3 (2016): 322–41. http://dx.doi.org/10.1108/ijshe-09-2014-0132.

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Purpose The purpose of this paper is to gather elements to propose a sustainability assessment tool (SAT) to be used in higher education institutions (HEIs) in Brazil and the related program to be created for SAT dissemination and HEI monitoring, publication of results and benchmarking. Design/methodology/approach The characteristics of eight SATs were identified, seven of which are applied through widely known international programs to identify aspects to be considered in the definition of the Brazilian model. Findings In Brazil, stakeholders usually do not know how HEIs develop their potenti

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Hawkridge, David. "Computer-Assisted Assessment in Higher Education." Computers & Education 35, no. 3 (2000): 243–44. http://dx.doi.org/10.1016/s0360-1315(00)00027-0.

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Harvey, Jen. "Assessment in Higher Education Second Edition." Biochemical Education 17, no. 3 (1989): 162–63. http://dx.doi.org/10.1016/0307-4412(89)90118-0.

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Wolf, Barbara L. "The Assessment Movement in Higher Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, no. 3-4 (1990): 246–51. http://dx.doi.org/10.1177/088840649001300323.

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Deneen, Christopher. "AI and assessment in higher education." Pacific Journal of Technology Enhanced Learning 6, no. 1 (2024): 28. http://dx.doi.org/10.24135/pjtel.v6i1.199.

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Generative artificial intelligence (genAI) has shown immense potential for revolutionising education. Revolutions are disruptive, however. They carry potential for both positive change and high-stakes failure. In higher education, the implications of the genAI revolution for educational assessment are high profile and high stakes. Assessment is the primary mechanism for determining students’ outcome achievement. Quality of assessment and the resulting data determines the legitimacy of progressing students through their formal study and conferral of degrees. Will genAI enhance or impede these e

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Sudakova, Natalia E., Tatyana N. Savina, Alfiya R. Masalimova, Mikhail N. Mikhaylovsky, Lyudmila G. Karandeeva, and Sergei P. Zhdanov. "Online Formative Assessment in Higher Education: Bibliometric Analysis." Education Sciences 12, no. 3 (2022): 209. http://dx.doi.org/10.3390/educsci12030209.

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Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module’s subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliomet

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FERUZA, TURSUNOVA. "Effects Of Formative And Summative Assessment In Higher Education." American Journal of Advanced Scientific Research (AJASR) 2, no. 9 (2025): 323–25. https://doi.org/10.5281/zenodo.14978005.

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Assessment plays a crucial role in higher education by influencing students’ learningexperiences, motivation, and academic performance. This article examines the effects of both formative andsummative assessment, comparing their impact on student learning outcomes, engagement, and skilldevelopment. Through a review of relevant literature, the study highlights best practices in assessmentstrategies and suggests ways to integrate formative and summative assessments effectively to maximize studentsuccess. Two primary forms of assessment—formative and summative—serve distinct pur

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Muhamad, Wardani, and Wawa Wikusna. "Software Architecture of E-assessment on Higher Education." IJAIT (International Journal of Applied Information Technology) 1, no. 02 (2017): 102. http://dx.doi.org/10.25124/ijait.v1i02.1030.

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Computer technology has been used to support the learning process at the university. Learning process, generally involved students and teachers in order to learn about materials on subject courses and also evaluate student competencies regularly. Teachers can evaluate student competencies or knowledge by e-assessment. E-assessment is one of the domains of e-learning which involves the use computer in assessment, includes: setting, delivery, marking and reporting of assessments. The Major benefit of the e - assessment system is its flexibility in term of global access and devices used to access

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43

Kaisar, Shahriar. "Alternative Assessment Practices in Higher Education during the COVID-19 Pandemic." Journal of Learning and Educational Policy, no. 35 (August 3, 2023): 37–43. http://dx.doi.org/10.55529/jlep.35.37.43.

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The COVID-19 pandemic has significantly disrupted many aspects of life including education and assessment practices in the higher education sectors. Universities worldwide had to adopt new assessment technologies as COVID-19-related restrictions made it impossible to conduct invigilated exams. Therefore, academics had to change their assessment styles, types, and formats to match the new normal. Although online education is a well-established domain where remote assessments are the usual practice, such a sudden shift made it extremely difficult to manage this within such short notice. Alternat

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Karunarathne, G. D. D. T., and L. Wijewardene. "Online Assessments: Their Importance in Higher Education." Advances in Social Sciences Research Journal 8, no. 12 (2021): 308–16. http://dx.doi.org/10.14738/assrj.812.11448.

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The main purpose of this review article is to deliberate on online assessments, the advantages and disadvantages of e-assessments, and their importance in the higher education sector, in the post-COVID era. Online assessments are the collection of tasks that are made by educational instructors in order to evaluate student performance, using Information and Communication Technologies. There are different types of techniques to conduct e-assessments, which result in different rewards and shortcomings. However, this article delivers the strategies that can be used to eliminate the downsides of on

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Tambovtsev, Vitaly, and Irina Rozhdestvenskaya. "Higher education quality management: What is “quality” and what is “higher education”?" Upravlenets 11, no. 1 (2020): 2–14. http://dx.doi.org/10.29141/2218-5003-2020-11-1-1.

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The paper studies the problem of assessing the quality of higher education in the Russian Federation. The problem is rooted in the ambiguous understanding of the concept of quality and the variability of the meaning of higher education, primarily, its arguable connection with obtaining a specific professional education. The methodology relies on the principles of modern economic theory and the results of social psychology and assessment theory, thereby demonstrating a cross-disciplinary character. Based on the provisions and approaches mentioned above, we find that the concept of quality has a

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Panigrahi, Soumya Priyadarsani, and Satyendra Gupta. "NATIONAL EDUCATION POLICY- 2020: RETHINKING ASSESSMENT IN HIGHER EDUCATION." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (2021): 11256–63. http://dx.doi.org/10.21922/srjhsel.v9i46.1531.

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The Government of India published, after independence, nation’s third policy on education on July 30, 2020. This policy on education titled as “National Education Policy- 2020” (NEP-2020). This much anticipated education policy is a widespread policy covering all level and aspects of education of the country. Part ‘Two’ of NEP- 2020 covered the area of higher education and detailed about the expectations in this area. For an economically developing country like India, where the demand for a quality skilled workforce is very high it becomes necessary to keep a check on the quality of education

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Frank, Yao Gbadago, Morrison Alfred, and Donkor Francis. "Assessment in Higher Education: Perceptions among Stakeholders from Ghana." British Journal of Education, Society & Behavioural Science 20, no. 3 (2017): 1–18. https://doi.org/10.9734/BJESBS/2017/29093.

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Formal education is considered an important means of acquiring knowledge and skills (both attitudinal and technical) for developing human capital stocks; and it increases one’s ability to understand and critique new ideas necessary for facilitating the adoption and/or modification of technology as fundamental to development, growth and poverty reduction in nations across the globe. As nations and the world at large relentlessly channel huge resources into educating their citizenry, assessment is identified as the main means of obtaining authentic feedback to improve students’ learning, teachin

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48

Deeprose, Catherine, and Christopher Armitage. "Giving Formative Feedback in Higher Education." Psychology Learning & Teaching 4, no. 1 (2005): 43–46. http://dx.doi.org/10.2304/plat.2004.4.1.43.

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There is substantial interest in increased use of formative assessment in higher education. We report on the introduction of a minimal formative assessment measure. Tutors on a level one undergraduate psychology course provided assessment of individual student contribution to tutorials. Using a combination of rating scales and open-ended questions, we examined student (n = 49) and tutor (n = 8) perceptions of the impact of this assessment measure. Students reported increases in their perceptions of preparation, contribution, motivation and reward as a result of the assessment, whereas tutors d

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Huber, Stephan Gerhard, and Guri Skedsmo. "Assessment in education—from early childhood to higher education." Educational Assessment, Evaluation and Accountability 28, no. 3 (2016): 201–3. http://dx.doi.org/10.1007/s11092-016-9245-x.

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50

Walser, Tamara M. "Evaluability Assessment in Higher Education: Supporting Continuous Improvement, Accountability, and a Culture of Assessment." Journal of Assessment and Institutional Effectiveness 5, no. 1 (2015): 58–77. http://dx.doi.org/10.5325/jasseinsteffe.5.1.58.

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Abstract The purpose of this article is to describe the use of evaluability assessment, an approach to program evaluation, to inform continuous improvement efforts, support accountability requirements, and facilitate a culture of assessment in higher education. Examples of two evaluability assessments conducted in a college of education are discussed, including the key activities carried out for each component of the evaluability assessments, findings and recommendations from each evaluability assessment, and how results of the evaluation work have been used. The examples demonstrate the utili

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