Assessment Frameworks Used in Higher Education Institutions - Coursework Example

 Evaluating Learning Outcomes Assessment In my institution, the open admissions for graduates of all local community colleges stands at 47% transfer-in rate. The numbers of students who manage to graduate in a range of five years or more are recorded to be of 67 percentage. The curriculum offered in this institution heavily relies on Business and Information technology. The institution has for a long time endeavored to prepare its students for their demanding future careers. This objective is clearly stipulated and the teaching staff has over the years strived to make it a success. This essay shall highlight some of the assessment methods in existence as well as a critical study of the best approach this institution should uphold. According to Glenn (2010), in the previous times, the forms of assessment in higher learning majored on examinations. Recent studies however, indicate that numerous changes are taking place in higher education and modes of assessments have to be revised. The intake of students has recorded an increase on a high pace; more time needs to be dedicated to devising the best forms of assessment. League for Innovation in the Community College and Questionmark (2004) indicates that the staff of these institutions can hardly cope with the increase in number of students. Attempts to modularize the institutions explain the resultant needs to change the nature of assessments rather then the tiresome and strenuous marking of scripts. It is this concern of having a comprehensive assessment that leads to continuous search for best alternatives. Tests According to the National Institute for Learning Outcomes Assessment (2010), tests are key to the assessment of learning outcomes. Among the tests include Collegiate Assessment tests of Proficiency in Academics (CAAP) which measures the outcomes of education in the first two years of education. Massy, Graham and Short (2007), argue that this tool is one of the best assessment tools to be used in assessment on higher learning. There are Critical thinking tests, which are responsible for assessment of the ability of the learner to critically solve problems in their environment. These tests emanate from an extensive research and development. This method is being used by many institutions of higher learning in the world. Collegiate learning assessments (CLA) are tests that measure the ability of learners to reason and communicate. A brief overview of the ability of institutions to provide this virtue in the learners is carefully scrutinized. It also focuses on the ability of the institution to offer tasks that measure the analytical skills of learners, critical and creative thinking, use of reason, written messages and solving problems. The ETS proficiency profile evaluates education skills in general like reading, writing, arithmetic to students at all levels of learning. The Work Keys on the other hand, are used by the institution to assess if learners have acquired the necessary skills to work successfully in various careers. Benchmarking Flores (2006) argues that benchmarking is an important tool for assessments. It entails creation of opportunities whereby institutions can learn from one other. Institutions managements meet and compare their modes of operation including assessment operations. For a long time, benchmarks put have been useful for improving institutions, new ways of planning, management and decision making. This method can be termed as a cost-benefit initiative. Among the benchmarks used in European education is holding of annual conventions and workshops. Community College Benchmarks provide opportunities to the Public colleges to report on the efficacy and effectiveness of data in performance areas of institutions and compare the same with other colleges. The Southern Regional Education Board gathers and analyzes information on higher education among SREB states while The Data Quality Campaign (DQC), persuades and supports policymakers to advance elevated excellent education and improve student achievement. Student surveys This form of assessment surveys the experience students of both academic and co-curricular. It is often used at the end of the initial year of college. The students’ campus life is examined as well as their post-campus plans. Their satisfaction in college life is also put into check as well as the degree in which they aim to achieve their goals. Ultimately the growth of these learners is critically studied to survey the results of the institutional undertakings on the students (Massy, Graham and Short 2007). Curriculum mapping This tool of assessment works on the basis of creating a visual illustration of the core curriculum, based on time and information provided by that institution (Shavelson, 2007). It has over the years increase been credited for its ability to increase group effort and collegiaty in advanced learning. A good example is the Curriculum mapping of the University of Hawaii that offers explanations, illustrations and the most applicable practices in the institution. Portfolios The use of portfolios in the colleges ensures that the student is provided with adequate attention depending on their needs. Shavelson (2007) argues that they are inclusive of evidence of the learner’s outcomes in the course of study. From the various case studies collected over the years, they bring about a clear picture of what the entire institution has come up with time. They may be electronic or manual so long as they incorporate the aspect of offering of guidelines of student achievements in the process of learning for accountability purposes. Portfolios have enabled students reflect on their abilities to work comfortably in their selected careers from the past experiences and events they have taken part in schools. Basically, this is a reporting tool of past events and successes of an institution as well as the main beneficiaries- the learners- and what needs to be changed.  The appropriate mode of assessment In relation to the curriculum offered in this institution- Business and Information technology- and the moderately high population of students who manage to graduate in a span of five years, I believe with enough evidence that student surveys is the best mode of assessment in this institution. Just like its policy states that the major aim of the institution is to ensure that the learners are able to grasp the skills required in the future careers, this mode is undoubtedly the best. This form of assessment surveys the experience students of both academic and co-curricular. It is used at the end of the initial year of college as well as the final year. Their campus life is critically examined as well as their post-campus plans. Their satisfaction in college life is also put into check and the degree in which they aim to achieve their goals. Recommendation If I were given a chance to design a new and exceptional learning assessment tool, it would be a more heuristic – student centered unlike the expository ones. This is because the learners are the core beneficiaries of learning and are more conversant with what affects them and their inability to grasp concepts taught. I would give them a chance to evaluate themselves and give an honest view if what is taught is relevant to them and what needs to be changed. References Flores, S.M. (2006). Benchmarking: An essential tool for assessment, improvement, and accountability. New Directions for Community College, No. 134. San Francisco, CA: Jossey-Bass. Glenn, D. (2010). A measure of education is put to the test. Chronicle of Higher Education, 57(5), A1–A9. League for Innovation in the Community College, & Questionmark. (2004). An assessment framework for the community college: Measuring student learning and achievement as a means of demonstrating institutional effectiveness. Retrieved from http://www.league.org/publication/whitepapers/files/0804.pdf Massy, W. F., Graham, S. W., & Short, P. (2007). Quality matters. Department Chair, 18(1), 26–28. National Institute for Learning Outcomes Assessment. (2010). Tool kit. Retrieved from http://www.learningoutcomeassessment.org/tests.htm Shavelson, R. J. (2007). Assessing student learning responsibly: From history to an audacious proposal. Change, 39(1), 26–33. Read More