Gotowe bibliografie tematyczne / Assessment in higher education

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Assessment in higher education”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Assessment in higher education"

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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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Rozprawy doktorskie na temat "Assessment in higher education"

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Dueben, Rebecca Marilyn. "Faculty attitudes toward assessment." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043064.

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<p> Within the field of undergraduate program assessment, anecdotal evidence abounds about negative faculty attitudes. Regardless of the common wisdom, there is little research that corroborates these reports. If reports are correct that faculty resistance is wide spread, it is still not clear if that resistance is toward accreditation, professional development, institutional requirements, other calls for accountability, or assessment. In fact, faculty members can be seen as spending much of their careers assessing: Faculty members routinely assess their students, a textbook they are using, wh
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Lau, Alice Man Sze. "Assessment for learning in higher education." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/assessment-for-learning-in-higher-education(3dbf6052-980d-45d8-b059-6be56c13dc59).html.

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The thesis is about assessment for learning. It aims to examine the gap between theory and practice in assessment for learning through a case study approach. By examining closely the assessment practice in one higher education institution in the UK, the thesis presents a number of original contributions to the literature, knowledge base and practice of assessment for learning. The thesis challenges the established literature in assessment for learning and proposes that the literature should move away from the dichotomised view of summative and formative assessment. The thesis also highlights t
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James, David Russell. "Mature studentship in higher education." Thesis, University of the West of England, Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295742.

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Boothe, Barbara. "Linking assessment, strategic planning, and budget planning." Lynchburg, Va. : Liberty University, 2002. http://digitalcommons.liberty.edu.

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Spady, Rebecca. "Correlating Formative Self-Assessment of Education Graduate Online Programs." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929776.

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<p> As we become more advanced technologically in our online educational courses, it is imperative that we also incorporate effective research-based practices such as the use of formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories. </p><p> A mixed methods study was used that included quantitative and qualitative data for triangulation of the study
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Regjo, Kathryn S. "Program assessment and culture change| Understanding organizational culture change resulting from the development and implementation of student learning outcomes assessment at the program level." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635762.

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<p> The following explores the phenomenon of perceived organizational culture change resulting from involvement in the establishment of program-level student learning outcomes assessment at colleges and universities. The goal of the research was to understand what elements of organizational culture may have changed on the part of the faculty and administration during the assessment development and implementation process, and how the combined effects may have shifted elements of organizational culture. </p><p> Two primary research questions guided the exploration of perceived organizational
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Paige, R. Michael. "Internationalization of Higher Education : Performance Assessment and Indicators." 名古屋大学高等研究教育センター, 2005. http://hdl.handle.net/2237/16615.

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Jarmulowicz, Mary Ann. "Assessment of Admission Criteria and Selection Process for Nurse Education Programs." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/978.

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Qualified student enrollment to nurse education program is limited by admission criteria predetermined by faculty; however, little is known regarding the development and consistency of selection criteria. The purpose of this study was to examine the admission requirements of nursing programs to better understand the philosophical underpinnings and complexity of selection criteria. The conceptual frameworks of teaching philosophy, complexity, and gatekeeping guided this research. This descriptive correlational study used a cross-sectional design to survey a purposeful sample of full-time fac
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Donnan, Peter Anthony. "Conducting assessment online educational developers' perspectives /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070913.134619/index.html.

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Streff, Robert James. "A Qualitative Case Study of Strategies for Choosing and Evaluating Alternative Assessments in Online Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2384.

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Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using Gagné's conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 p
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Książki na temat "Assessment in higher education"

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Bryan, Cordelia, and Karen Clegg, eds. Innovative Assessment in Higher Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429506857.

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Cordelia, Bryan, and Clegg Karen, eds. Innovative assessment in higher education. Routledge, 2006.

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Matthews, Joseph R. Library assessment in higher education. Libraries Unlimited, 2015.

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K, McCune Sandra, ed. THEA: Texas higher education assessment. 5th ed. Barron's Educational Series, 2010.

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McCune, Sandra K. THEA: Texas higher education assessment. 5th ed. Barron's Educational Series, 2010.

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International Assembly for Collegiate Business Education. Outcomes assessment in higher education. IACBE, 2002.

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Atkins, M. J. Assessment issues in higher education. Employment Department Group, 1993.

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Bryan, Cordelia, and Karen Clegg. Innovative assessment in higher education. Routledge, 2006.

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(Organization), LearningExpress, ed. THEA: Texas higher education assessment. 2nd ed. Learning Express, 2010.

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Initiative, Enterprise Learning, and Great Britain. Department of Employment., eds. Peer assessment in higher education. Leicester University, Enterprise Learning Initiative, 1993.

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Części książek na temat "Assessment in higher education"

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Coates, Hamish. "Reforming Assessment." In Higher Education Design. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_7.

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Darandari, Eqbal, and Anne Murphy. "Assessment of Student Learning." In Higher Education Dynamics. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6321-0_6.

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Sutherland-Smith, Wendy, and Phillip Dawson. "Higher Education Assessment Design." In Contract Cheating in Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12680-2_7.

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Race, Phil, and Sally Brown. "Assessment in higher education." In The Lecturer's Toolkit, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003469414-2.

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Scott, David, Gwyneth Hughes, Carol Evans, Penny Jane Burke, Catherine Walter, and David Watson. "Assessment Careers." In Learning Transitions in Higher Education. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137322128_7.

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Norton, Lin. "Innovative assessment." In Innovative Assessment in Higher Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429506857-10.

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Fulcher, Keston H., Megan R. Good, and Elizabeth R. H. Sanchez. "Coordinating General Education Assessment." In Assessment 101 in Higher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003465553-15.

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Wuest, Beth, and Lon Olson. "General Education Assessment." In Exemplars of Assessment in Higher Education, Volume Two. Routledge, 2023. http://dx.doi.org/10.4324/9781003444695-20.

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Janfada, Mahtab, Martina Tassone, Marian Mahat, and Nadine Crane. "Reconceptualizing Assessment in Initial Teacher Education from a Relational Lens." In Rethinking Higher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_6.

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AbstractThis chapter examines the challenges and possibilities of assessment practices in Initial Teacher Education (ITE) programs. Informed by Bakhtin (1986), speech genres, dialogic approaches and a democratic lens to assessment, the chapter questions the nature and purpose of assessment considering the COVID-19 pandemic. New understanding of the concept of ‘relationality’ through pandemic experience provides opportunities for ‘democratic’ assessment is perceived as a point of departure in the learning process for both students and teachers, and not a destination. This perspective incorporat
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Elder, Catherine. "Language Assessment in Higher Education." In Language Testing and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_35.

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Streszczenia konferencji na temat "Assessment in higher education"

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Dutta, Veena. "Strategic Assessment for Higher Education Excellence." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012907800003882.

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Kiruthika, Usha, Kanaga Suba Raja S, and Bhavani Valusa. "Work-Integrated Learning: Elevating Educational Outcomes and Career Prospects in Higher Education." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834375.

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Divjak, Blaženka, Barbi Svetec, and Katarina Aničić. "PBL Meets AI: Innovating Assessment in Higher Education." In 17th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013331700003932.

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Anilkumar, Munikrishnappa, Chetan Singai, and Arkalgud Ramaprasad. "A Systematic Assessment Framework for Higher-Education Institutions." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11102.

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The multiple criteria of ranking, rating and accrediting the higher education institutions in India and across globe have become de facto lens for viewing the institutions. There is an increasing number of assessment systems carried down by multiple agencies, with the public policy emphasis on higher education institutions getting assessed, it is necessary to use a systematic and systemic framework that is comprehensive for assessment. For this purpose, the paper proposes an ontological framework for assessment of higher education institutions. The ontology’s dimensions, sub-dimensions, and th
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Marimon, Frederic, Marta Mas-Machuca, and Anna Akhmedova. "Remote Assessment in Higher Education: Insights from Southern Europe." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17219.

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This research focuses on remote learning in STEM fields, emphasizing challenges in online education in HEI’s, particularly those posed by disruptive technologies, including Generative Artificial Intelligence. Using qualitative methodology, semi-structured interviews with experts in Southern Europe (Spain, Italy, Portugal) will provide insights into regional variations. The research comprehensively examines STEM learning, exploring challenges and adaptations. It extends its focus to the future evaluation of STEM education in remote settings, anticipating long-term impacts. Emphasizing the criti
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Tomas, Carmen. "Transforming assessment practices in a higher education institution." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8208.

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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 o
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Gigiberia, Ianina, and Maia Kevkhishvili. "FORMATIVE ASSESSMENT IN HIGHER EDUCATION INSTITUTIONS." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7250.

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The article reviews the use of formative assessment in institutions of higher education. It is crucial for making most out of the students’ potential. Formative assessment helps increase student motivation and corrects misconceptions. Creating a differentiated learning environment when specific learning needs are identified enable us to build new knowledge and experience based on the right perceptions.
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Suting, Aiborname, Vishnu Lal, and G. Varaprasad. "Higher education quality assessment using SERVQUAL." In 2020 International Conference on System, Computation, Automation and Networking (ICSCAN). IEEE, 2020. http://dx.doi.org/10.1109/icscan49426.2020.9262310.

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Bhattacharya, Madhumita, and Maggie Hartnett. "E-portfolio assessment in higher education." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418182.

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Viles, Elisabeth, Carmen Jaca, and Marta Zárraga-Rodríguez. "Teamwork competence assessment." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.353.

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Raporty organizacyjne na temat "Assessment in higher education"

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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as inter
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Emil, Serap. Assessment for Improvement in Higher Education: Faculty Perception of and Participation in Program Assessment. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.605.

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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary
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Claricoats, Liam. Barriers into Higher Education for disabled students. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/barriers_disabled_students.

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According to Sheffield Hallam University’s Access and Participation Plan (20/21-24/25), there has been an increased number of disabled students entering Higher Education (HE), with 14.6% of students declaring a disability in the sector. Therefore, this review of the literature explored potential barriers into Higher Education for students with disabilities. Within Higher Education institutions, disabled students may be categorised into having ‘mental health’, ‘cognitive and learning’, ‘sensory, medical and physical’ or ‘multiple impairment’ related disabilities. This review was commissioned in
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Calónico, Sebastián, and Hugo R. Ñopo. Returns to Private Education in Peru. Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0010873.

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The private provision of educational services has been representing an increasing fraction of the Peruvian schooling system, especially in recent decades. While there have been many claims about the differences in quality between private and public schools, there is no complete assessment of the different impacts of these two type of providers on the labor markets. This paper attempts to provide such a comprehensive overview by exploring private-public differences in the individual returns to education in Urban Peru. Exploiting a rich pair of data sets (ENNIV 1997 and 2000) that include questi
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Goodman, Alissa, and Greg Kaplan. 'Study now, pay later' or 'HE for free'? An assessment of alternative proposals for higher education finance. Institute for Fiscal Studies, 2003. http://dx.doi.org/10.1920/co.ifs.2003.0094.

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Cortinhas, Carlos, and Szabolcs Deak. Prevention and Detection of Plagiarism in Higher Education: Paper Mills, Online Assessments and AI. The Economics Network, 2023. http://dx.doi.org/10.53593/n3688a.

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Browne, Jennifer M., and Michelle Pidgeon. Canadian Senior Student Affairs Officers’ Perspectives and Experiences Working in Higher Education. Journal of the Australian and New Zealand Student Services Association, 2025. https://doi.org/10.30688/janzssa.2025-1-07.

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The changing higher education landscape requires Senior Student Affairs Officers (SSAOs) to have dynamic and diverse competencies and skills to lead this complex work; however, there is limited research examining perceptions of skills needed for Canadian SSAOs. This article identifies skills and competencies required for this leadership role as well as issues and trends facing the field of Student Affairs and Services in Canada. Drawing on data from 75 respondents to the 2022 SSAO Survey representing Canadian universities and colleges, findings show that the top competencies required of an SSA
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Orbeta, Aniceto Jr, and Vicente Paqueo. Philippine Education: Situationer, Challenges, and Ways Forward. Philippine Institute for Development Studies, 2022. https://doi.org/10.62986/dp2022.23.

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While the Philippine education system is in the middle of profound changes with the passage of Republic Act 10533 or the Enhanced Basic Education Act of 2013, the country was rudely awakened by the poor results in its maiden participation in the 2018 Program for International Student Assessment (PISA), which tested 15-year-old students. This result was confirmed further by 2019 Trends in International Mathematics and Science Study (TIMSS) results, which tested grade four students. Everyone's question is: What happened to the Philippine education sector? This paper describes the three education
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