This article focuses on some steps taken at San Jose State University (SJSU) to develop systems that will ensure sustainable and ongoing assessment and program improvement activities. It is stated that collegial discussion and reflection have afforded assessment programs a rare opportunity to rethink and reformulate offerings for students.
An investigation into the effectiveness of information literacy instruction for undergraduates at a technological university suggested some deficiencies in students' information literacy skills. Also shown is that a careful and rigorous approach to assessment can provide the basis for improvement. [ABSTRACT FROM AUTHOR]
The article presents information on how the author came to know about various factors related to educational assessment practices adopted at college campuses while working on the soon-to-be-published book "Designing Effective Assessment: Principles and Profiles of Good Practice." During the course of collecting information on assessment profiles, it came to notice that very few institutions now provide extra compensation for faculty work in assessment.
This paper covers six interrelated issues in formative assessment (aka, ‘assessment for learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under‐representation of measurement principles in that conceptualisation, the teacher‐support demands formative assessment entails, and the impact of the larger educational system.
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of highly contextualised learning faced in life and work. It discusses the kinds of practices that are needed to refocus assessment within higher education courses to this end.