NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1361292
Record Type: Journal
Publication Date: 2022-Sep
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0196-5042
EISSN: N/A
Systematic Assessment of Learning in Higher Education: A Comprehensive Approach within Curriculum Design
Manis, Amie A.; McKenna, Lisa W.; Sculthorp, Stacy
Educational Research Quarterly, v46 n1 p33-45 Sep 2022
Quality curriculum design and assessment processes are essential for promoting student competency development and demonstrating institutional effectiveness. As faculty have a key role in these efforts, it is important that they are equipped with adequate tools and support. A backward design model with embedded assessments aligned to industry standards is an approach that provides a clear process for faculty to design courses that engage students through formative and summative assessments with personalized feedback. Further, real-time analyses are possible via technology-enabled learning platforms which yields data to support the faculty-student dyad in the learning process. It also positions assessment specialists, administrators, and faculty to drive and systematically assess the impact of data-informed quality improvements to curricula. Administrative and institutional support is essential to establishing and sustaining a mature culture of assessment in which the relationships among teaching, learning, and assessment are recognized.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A