Academic assessment in higher education

Xem 1-11 trên 11 kết quả Academic assessment in higher education
  • The aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors´ and students´ evaluation of these assessment methods, as well as analyze the workload these methods suppose for both students and professors.

    pdf15p guestgreat 06-05-2019 17 0   Download

  • This paper examines learning and academic analytics and its relevance to distance education in undergraduate and graduate programs as it impacts students and teaching faculty, and also academic institutions. The focus is to explore the measurement, collection, analysis, and reporting of data as predictors of student success and drivers of departmental process and program curriculum. Learning and academic analytics in higher education is used to predict student success by examining how and what students learn and how success is supported by academic programs and institutions.

    pdf12p ketaucho 06-11-2019 8 0   Download

  • A key theme in contemporary higher education is how assessment can be constructed so as to maximize opportunities for grownth and meaningful student learning. As each educational system measures learning through multiple and diverse assessments, including formative assessment. In addition, blended learning (B-learning) is developing rapidly in academic. It is one of the ‘hot’ trends of education.

    pdf11p nguathienthan6 06-07-2020 7 2   Download

  • During the last decades, Joint Programs, a model of transnational higher education, have enjoyed tremendous increase Vietnam. In this model, all the curricula, textbooks and other teaching materials are provided by foreign partners; all subjects are taught fully in foreign languages; foreign lecturers teach a part of the academic programs; the domestic lecturers are recommended by the local institutions but must be approved by the partner universities.

    pdf14p kinhdovanhoa 11-09-2019 5 0   Download

  • The Skills framework for 3 to 19-year-olds in Wales (Welsh Assembly Government, 2008) makes it clear that teachers need to respond to learners where they currently are in their learning, not where they think they ought to be according, for example, to their age. Effective assessment procedures (formative, diagnostic and summative) will provide teachers with the necessary evidence for them to tailor the specific teaching of writing skills to meet individual needs within the class.

    pdf17p commentcmnr 03-06-2013 46 7   Download

  • Difficult tasks are often very simply stated. This committee was asked by Congress to “conduct a study to assess gender differences in the careers of science, engineering, and mathematics (SEM) faculty, focusing on four-year institutions of higher education that award bachelor’s and graduate degrees. The study will build on the National Academies’ previous work and examine issues such as faculty hiring, promotion, tenure, and allocation of institutional resources including (but not limited to) laboratory space.” That such an assessment would be daunting was well understood by the committee.

    pdf384p camchuong_1 08-12-2012 50 2   Download

  • This paper will explore the use of Novakian concept mapping as a means of visualising and tracing the range of emotions inherent within any teaching experience. It will focus in particular on its use within higher education, where the presence of emotion has traditionally been disregarded or seemingly suppressed. The example of undergraduate teaching of the law degree will be used as an area where the role of emotion is particularly undertheorised.

    pdf21p kequaidan1 05-11-2019 6 0   Download

  • The International English Language Testing System (IELTS) examination can be taken in over 100 different countries in the world. It is primarily designed to assess the readiness of candidates to study or train in further or higher education courses held in English at college or university. The examination takes 2 hours and 45 minutes to complete, and consists of four Sub-tests in the skills of listening, reading, writing and speaking.

    pdf162p kangmingoon 16-08-2012 202 91   Download

  • In order to fulfll the European Higher Educaton Area requirements in the subject “Chemical Engineering Experimentaton II” (Chemical Engineering Undergraduate Degree, University of Barcelona), generic skills in teamwork, and both writen and oral communicaton were developed and assessed with the help of rubrics. The methodological usefulness of rubrics in formatve/summatve assessment was tested by means of student validaton. The students’ perceptons of the teaching/learning process were collected, analyzed and compared to the academic marks.

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  • Self-regulated learning (SRL) has been well-documented in prior studies as a critical factor for academic success. While previous educational researchers have acknowledged the fact that SRL is both domain and context-dependent (Wolter & Pintrich, 1998), research examining learners’ self-regulatory activities in EFL (English as a Foreign Language) context is rather limited.

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  • Writing Skills Abstract Advanced writing skills are an important aspect of academic performance as well as subsequent work-related performance. However, American students rarely attain advanced scores on assessments of writing skills (National Assessment of Educational Progress, 2002). In order to achieve higher levels of writing performance, the working memory demands of writing processes should be reduced so that executive attention is free to coordinate interactions among them.

    pdf24p cogaibichle 10-04-2013 181 102   Download



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