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Assessment of Learning in Higher Education
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Author(s): Mitra Fallahi (Cardinal Stritch University, USA)
Copyright: 2019
Pages: 22
Source title:
Outcome-Based Strategies for Adult Learning
Source Author(s)/Editor(s): Janice E. Jones (Carroll University, USA), Mette L. Baran (Cardinal Stritch University, USA)and Preston B. Cosgrove (Cardinal Stritch University, USA)
DOI: 10.4018/978-1-5225-5712-8.ch011
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Abstract
This chapter discusses that the goal of assessment, as a part of teaching, in higher education should be to prepare the learner for performing in real life as a professional. The learner should become a self-regulator and a self-evaluator. The instructor (faculty, supervisor, or mentor) at the university must understand that assessment is a process of coaching and assisting, not just approving students' achievement. Technology acquired by the universities in the form of learning management systems (LMS) can be used to provide feedback and assistance to a large number of students. The role of feedback is discussed as an essential component of assessment that would help students to reflect and learn. Rubrics must be used as a tool to provide feedback to students instead of just grading assignments.
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