Affiliation:
1. Western Governors University, USA
Abstract
Assessment is the cornerstone of competency-based higher education because the outcome of the assessment ultimately determines whether the student has demonstrated competence in a job-related skill and is thus able to advance in one's career. As a result, the assessment development process must be sufficiently thorough and data-driven to produce high quality assessments. To address concerns and changes in higher education, a multi-stage, longitudinal assessment development cycle is proposed. In Stage 1, assessment specifications and design are established. Stage 2 culminates in the building of assessment forms and standard setting. Stage 3 involves administration and scoring of assessments. Stage 4 focuses on evaluating the validity of assessments via several assessment quality indicators (AQIs). Finally, these stages repeat over time due to a variety of factors such as aberrations in the AQI metrics and the results of large-scale validity studies, resulting in continuous quality improvement of assessments.
Reference104 articles.
1. Assessment Techniques and Students’ Higher-Order Thinking Skills
2. Almahmoud, T., Elzubeir, M. A., Shaban, S., & Branicki, F. (2015). An enhancement-focused framework for developing high quality single best answer multiple-choice questions. Education for Health, 28(3), 194.
3. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.
4. The relationship between formative and summative assessment of undergraduates in oral surgery
5. Course Assessment Practices and Student Learning Strategies in Online Courses
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. It's All About Context;Designing Context-Rich Learning by Extending Reality;2023-05-12