Assessment in Higher Education - Term Paper Example

Assessment in Higher Education Table of contents Executive Summary 2 Introduction 3 Background 4 Peer and Self-Assessment’ Strategies 4 Potential Benefits and Problems of Assessment Strategies 5 Benefits of Assessment Strategies 5 Problems of Assessment Strategies 6 Research Findings 6 Recommendations on use of Assessment Strategies 7 Conclusion 7 References 9 Executive Summary Higher education literature proves that there is need to have self and peer assessment for students. The change that occurs when there are different conceptions in learning and teaching promotes an interest in assessment. In most contemporary approaches in the past, the emphasis was laid on active engagement of students when they were learning. The assessment process that occurs most times has the teacher in power and it therefore makes the potential learner’s choices limited. In the process of peer and self-assessment, students have the chance of assessing themselves and have to be encouraged to take greater responsibilities. This is useful for ensuring that students can reflect on performance in school and that of their peers. It is through such assessment that students are in a position to learn from the mistakes that they made before and identify what their weaknesses are and strong points. Students also get to learn how to target their learning mistakes and strong points accordingly. If the management in a school is able to get the students to learn through self and peer assessment, it ensures that they can alter the common perception which seems to indicate that learning in recent times is a passive process. Hence, self and peer assessment is there to make sure that students are participants in school rather than spectators who will only absorb the information from teachers for purposes of passing exams and completing assignments. Introduction Self assessment strategy can be described as a process where the individual makes judgments based on their own progress in learning as part of a learning process. The self evaluation promotes a natural tendency which analyses an individual’s leaning progress and ensures that further learning becomes possible after the person identifies his or her learning needs. According to Andrade and Du (2007), self assessment is a process that focuses on a formative assessment process where the student gets the opportunity to reflect on their work quality and learning to a degree where they are in a position to reflect on their goals. In self-assessment students are in a position to be better learners in a school when they allow their deliberate thoughts on what they learn to take place. In self-assessment, the success of a student is highly dependent on the way they set their goals, portfolios used and the assessment tools used (Nulty, 2010). Peer assessment strategy can therefore be described as a technique that internalizes an individual’s characteristics when it comes to carrying out quality work. This is done by evaluating the peers’ performance in work. Boud & Falchikov (2007) indicate that when it comes to peer assessment, all students who are involved have to provide their feedback based on their performance and criteria in which they excel. Feedback from other students is likely to promote a clear understanding when it comes to school work. Background For both peer and self assessment strategies to work, students have to be involved in intensive conversations which should always occur before the assessment practices are introduced. It is crucial to identify the principles that are underlying when there is innovation in assessment. A teacher has to introduce the concepts of practice opportunities when it comes to doing assessments. Models and examples also have to be used for students to be coached. Fachikov (2007) suggest that peer assessment strategy can only be effective when there is regular practice. Becoming competent in assessment, whether self-assessment or peer assessment is only possible if more practice takes place. Peer and Self-Assessment’ Strategies Assessment strategies allow a teacher or a student to identify the differences that exists in a student and see how such to respond to these needs (Kirby & Downs, 2007). There are numerous peer and self-assessment strategies which can be used in promoting learning and individual reflection. Learning Contract: This involves asking a student to create a learning contract in class. The learning contract requires a student to define their goals when starting a unit. The student can revisit the contract all the times to record any new points or get feedback from his or her peers on progress. Creating Rubrics: The student makes a contribution to creating a rubric defines success. The task involves a multi-modal presentation or a discussion where students increase their level of learning because they are directly involved in determining what success entails (Kirby & Downs, 2007). Muddy Point/Questions Board: This involves the use of a designated area in a room to pin questions or certain topics that the individual takes an interest in. This is a strategy that asks students to pick their questions periodically and discuss which allows the student increase their ownership in learning. Use of written records: Using written records is a strategy that provides the student with access to future references to his or her performance and strengths. This also provides the student with a reference to the negative and positive behaviors which he or she may not be aware are affecting other people. Use of a nameless voice: This technique that assists a student to submit work or sample of work anonymously in class. Other samples to use include the visual vocabulary cards or tickets which can all be used by students. Students are then asked to discuss how such a voice may be similar to their level of comprehension. Potential Benefits and Problems of Assessment Strategies Benefits of Assessment Strategies One of the most notable benefits that arise from involving students in assessment is skill development. These are skills such as interpersonal skills, listening and team working skills. A student with such skills shows an increase in speed and student autonomy. The student also becomes more independent and highly motivated to work with others in class. With skill development comes more responsibility and the student is more enthusiastic to learn (Nulty, 2010). An enthusiastic student tends to grasp what the teacher is saying and applies the concepts learnt to real life events. Thus, the student does not learn for basis of passing exams, but learns why and how such concepts are applicable in life, particularly when there are future problems. The other two benefits include the ability to get accurate information from students and the fact that assessments are reliable. When it comes to getting information from students regarding important matters, most are not likely to readily admit to their mistakes. According to Nulty (2010) assessments make it easier to get the information from those who are not ready to admit. Assessments can easily be designed for the purpose of assisting certain students who may not be at the same level with others. Hence, assessments are reliable and fair for such purposes. Problems of Assessment Strategies There are problems that also come from assessment strategies. Even the assessment that is carried at work or in organizations is usually not completely valid. When a person is under observation, there may be a slight difference performance, than when the person is not under observation (Andrade & Du, 2007). A student may try to be good or act good when under assessment, contrary to the student’s behavior when not under observation. The further the practicality of the assessment becomes, the more problematic the process of assessing becomes. In a group of students, it may be possible or not possible to tell the one who is competent in the area. Whatever is constructed in regard to assessment, it may only present an idealistic assessment which at times does not give the complete accurate information. Research Findings In a research study conducted by Deakin-Crick, Sebba, Harlen, Guoxing & Lawson (2005) it was clear that when students are assessed, the impact of this on their school work is positive and can be noted almost immediately when a student learns his wrongs or rights. The study was conducted among students in different ages, from as a young as 4 years to those who were over 18 years. The studies were to be concluded if quantitative and qualitative evidence was used to identify that changes that occurred to students, when both aware and unaware. The use of different designs included the use of peer assessment and self assessment where the impact made on work is recorded. The full reports are the best form of reference for future retrieval when checking how effective the process of assessment was to a student. Recommendations on use of Assessment Strategies To ensure that students develop a habit of conducting per assessment or self-assessment is critical to ensure that they establish a standard from the beginning of the term. This also includes informing them that simply doing an assignment does not mean that they will automatically get an A in school. To promote self assessment, when using rubrics, a teacher should hand out the right rubric for grading so that the student are in a position to know the standards required from the teacher. Including the rubric on syllabus may also help students to see what is required of them in exams. To ensure there is a continuous assessment process, students should be encouraged to take time when writing their comments during the assessment process of writing records. If different sample are used to show superior works and example of other students, the students with problems are likely to change their negative attitude to problem solving. Conclusion Peer and self assessment may involve alot of constructive feedback as well as the genral summative grading. It also involves the setting of a criteria in which an individual is able to gauge the performance. As aforementioned, assessment is there to make the work of a student easier to manage and be reflective. When working as a group during such assignments, students are able to determine how to successfully complete their tasks. This is a technique that also promotes their skills when it comes to conveying feedback to their peers. Boud & Falchikov (2007) purport that peer learning loses its meaning because the teachers’ centrality makes students to lose sight of it. The two authors remind readers that peer learning is a continuous process and hence should be viewed as part of human development from an individual’s young life. References Andrade, H. & Du, Y. (2007). Student responses to criteria-referenced self-Assessment. Assessment and Evaluation in Higher Education, 32 (2), 159-181 Boud, D. & Falchikov, N. (2007). Rethinking assessment in higher education. London: Kogan Page. Deakin-Crick R, Sebba J, Harlen W, Guoxing Y, Lawson H (2005). Systematic review of research evidence of the impact on students of self- and peer-assessment. Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Duncan D. Nulty (2011): Peer and self‐assessment in the first year of university, Assessment & Evaluation in Higher Education, 36:5, 493-507 Kirby, N.F & Downs, C.T. (2007). Self-assessment and the disadvantaged student; Potential for encouraging self-regulated learning? Assessment and Evaluation in Higher Education, 32(4), 475-494. Read More