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.
Descriptors: Higher Education, Curriculum Development, Evaluation Methods, Student Evaluation, College Faculty, Formative Evaluation, Summative Evaluation, Teacher Student Relationship, College Students, Educational Improvement
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