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1. EMMANUEL BOAKYE-YIADOM
ID: UD73978HH183143
PROGRAM NAME
DOCTORATE IN HIGHER EDUCATION MANAGEMENT
COURSE NAME
ASSESSMENT AND ACCREDITATION IN HIGHER EDUCATION
ATLANTIC INTERNATIONAL UNIVERSITY
OCTOBER/2021

2. Table of contents
Contents…………………………………………………………………………………....i
1.0 Introduction…………………………………………………………………………...1
1.1 What is Educational Assessment?................................................................................2
1.2 Types of Assessment in Education…………………………………………………...3
1.3 Assessment in Higher Education………......................................................................5
1.3.1 Assessment and Student success in Higher Education……………………………9
1.3.2 Teacher Assessment in Higher Education………………………………………..10
2.0 Remote Assessment in Higher Education Institutions……………………………..11
2.1 Common Modern Assessment Strategies…………………………………………...12
2.2 Importance of Assessment in Higher Education Learning………………………..14
3.0 What is Accreditation?................................................................................................14
3.1 Type of Accreditations……………………………………………………………….14
3.2 Purposes or Functions of Accreditation…………………………………………….15
3.3 Accrediting Agencies…………………………………………………………............16
3.3.1 Agency in U. S.A……………………………………………………………………16
3.3.2 Agency in Ghana…………………………………………………………………....17
3.3.3 Agency in China………………………………………………………………….....18
3.4 Procedures of Assessment……………………………………………………………18
4.0 Conclusion…………………………………………………………………………….19
5.0 Bibliography…………………………………………………………………………..20
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3. 1.0 Introduction
Life entails assessment. Every activity of mankind requires an assessment process that will help
improve or advance the course of its activities. From an individual perspective through to the
family and work environment, the assessment of people, programs and institutions have become
integral to the success of any endeavor. In the field of education, assessment plays relevant
function to ensure a smooth and an effective instructional process. Thus, Edutopia (2008),
mentions that “Assessment is an integral part of instruction, as it determines whether or not the
goals of education are being met.” It is a tool that allows educational institutions to ascertain
the level of performance they find themselves with respect to academics, student learning, and
teacher performance among others. Assessment also creates a platform that allows individuals,
learners or students, teachers and institutions as a whole to know where they are and where they
can go in function and performance.
According to McCarthy (2017), an assessment “irrespective of its kind or aim, has a significant
impact on how educational processes and outcomes are measured”. It may come in the form of
a formative, summative or diagnostic but ultimately will have the aim of promoting the delivery
of education and learning outcomes of students. As an educational concept, assessment strives
to provide a criterion by which the continuous development of the student or learner are
measured and monitored to achieve desirable learning outcomes irrespective of background,
culture, socio-economic status and probably, level of intelligence (Polikoff, 2012). Hence, the
goal of every educational assessment program is to gain equity, access and create a learning
opportunity for all persons.
The process of educational assessment goes hand in hand with accreditation. As a quality
assurance process, the accreditation of institutions and specifically educational institutions is
vital in ensuring quality and recognition of such institutions as well as programs so as to meet
international learning standards.
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4. In light of the above and in this essay, one would discuss pertinent assessment and accreditation
issues such as definition of concepts, assessment in higher education, assessment and student
success in higher education, teacher assessment, remote assessment, modern assessment
strategies, accreditation agencies, procedures and purposes of accreditation among others.
1.1 What is Educational Assessment?
According to Great Schools Partnership (2015), educational assessment refers “to the wide
variety of methods or tools that educators use to evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or educational needs of student”. It is a process
used to pass or make value judgment on the level of academic and or behavioral performance of
students in the school setting. From Preschool, all the way through to the tertiary level, the
assessment of learners play a very important role in determining the progress and pace of the
latter. These processes may entail different approaches so as to achieve intended outcome.
In the view of Fredonia (2021), assessment in education entails “the systematic collection,
review, and use of information about educational programs and services undertaken for the
purpose of quality improvement, planning, and decision-making”. This purpose seeks to enhance
student learning, engagement and development as well as create a form of refinement and self-
study to programs and services.
Again, an educational assessment deals with “the wide variety of methods that educators use to
evaluate, measure, and document the academic readiness, learning progress, and skill acquisition
of students from preschool through college and adulthood (Chandra, 2019). The process involves
a systematic gathering of information as part of an evaluation. It is very important to state that,
an assessment practice forms part of an evaluation process which encapsulates, the totality of
measuring and passing value judgment of an individual’s work and performance.
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5. From the above discussion, one would deduce that the processes of assessing students, programs,
performance and institutions as a whole, comprise the act of passing value judgment, measuring and
making suggestions or recommendations on the level of success or failure of the former. It is therefore
necessary for educational institutions to make this process very essential in academic work and thus
do it well.
1.2 Types of Assessment in Education
Assessment in education come in different forms or types. This is due to the fact that students or
learners differ in composition, attitudes and level of understanding. Thus, it is very necessary to ensure
that assessment takes place considering the indications stated. These assessments have different
purpose before and during instruction as it aims to address specific problems in class during or after
lessons. Knowly (2020), identifies seven (7) different types of assessment found in the field of
education. The paragraphs below discuss these types into detail;
 Diagnostic Assessment or Pre- Assessment
This is a type of assessment which happens before creating an instruction. It aims at the teacher
or lecturer trying to know what form of student he or she is developing the assessment for.
Diagnostic assessment also aims at identifying the strength, weaknesses, skills and knowledge
students possess before starting an instruction or program with them. Based on the information
gathered, the lecturer goes ahead with the creation of class instruction or program. One key
way of doing this is organizing diagnostic test items for students to work on.
 Formative assessment
Formative assessment, also known as assessment during lesson, is a measurement exercise
where the teacher or lecturer pass or make value judgment of the learner during class activity.
It aims at monitoring or supervising students learning in order to obtain a feedback information
about them.
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6. Again, on the part of the teacher, formative assessment can be done as a way to identify early
gaps in teaching and based on the outcome, the teacher is able to focus on further instructional
expansion to better the learning process.
 Summative assessment
This is a type of assessment that aims at measuring the level to which the most relevant results
of an instruction have been achieved at its end. It entails the process of effectively measuring
learning, the reaction of instructions and its long-term benefits. These benefits can be seen by
monitoring students’ attendance progress or test results. Students’ performance is noticed at
the end of learning.
 Confirmative assessment
This is a form of assessment which extensively measures the success or failure of an
instruction. After a teacher has implemented an instruction in class, it is very necessary to have
assessment of that instruction to find out if after a year or more it is still a success to the student.
It is an extensive form of a summative assessment.
 Norm-referenced assessment
As the name implies, norm-referenced assessment deals with a comparison of a student’s
performance against an average norm of a subject. For instance, a student performance in a
subject can be measured with the average national norm for the subject of English or
Mathematics. Again, a comparison can be of the average grade of students against that of an
entire school.
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7.  Criterion-referenced assessment
The criterion-referenced assessment method measures the performance of students against a
fixed set of learning standards. It monitors the expectation of students’ knowledge level and
how well they are able to do specific task or assignment. In doing this, a criterion referenced
test is used to evaluate the specific body of knowledge or skills of the learner in line with the
curriculum designed for the former.
 Ipsative assessment
This measures and determines the performance of a student against a previous performance of
that same student. Here, the aim is to try and improve oneself through the comparison of
previous results. In order words, the learner does not compare himself or herself against other
students as that may lead to a reduction in self-confidence.
From the above discussion, one would conclude and state that assessment practice is not
limited only to the teacher or lecturer but also students as well. The most important thing to
consider is to understand the aim of what one is to assess and based on that, he or she can adopt
the type that will help achieve intended outcome or goal.
1.3 Assessment in Higher Education
Higher education assessment is a basic aspect of teaching and learning in universities and
tertiary institutions as a whole. Students’ learning and achievement depend greatly on it. The
academic life of students, teachers and other stakeholders in higher education institutions
require proper measures in ensuring that the needs of learners joined with different preferences
are met through assessment. Thus, Boud and Falchikov (2007), states that “Assessment affects
people’s lives. The future direction and career of learners depend on it.”
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8. This means for the dreams of students to come into reality, there is the need for higher
education institutions to develop an assessment practice that will go a long way to help achieve
the dreams of the former.
According to Capsim (2018), “Assessments in higher education are crucial in measuring the
educational effectiveness and quality of an institution’s learning. It helps different educational
stakeholders such as students, teachers and administrators to answer questions pertaining to
students’ performance, program quality as a well as institutional performance. Capsim
identifies five stages of assessment in higher education learning which will be discussed below;
 Stage 1 – Assessing individual student learning within courses
This level deals with the aim of measuring learning as students’ progress through
specific course program. The tool used should aim at providing data that highlights the
strengths and weaknesses of the learner. This will go a long way to provide plans of
action that will help improve the performance of students. It will be advisable for
assessors to not limit the process of assessment to grade level (A-F) but also should
employ a form of formative assessment in the instructional process. The use of pre and
post -test items is employed under this level of assessment. Stakeholders are then able
to determine the impact of course or program through gauging the knowledge of
students before and after the course.
 Stage 2 – Assessing individual student learning across courses
This level of measurement allows stakeholders to determine the development pattern
of students as they progress through a specific major program or curriculum design.
This process helps to provide students with evidence of their development across
courses, provides students with actionable feedback over time and provides
stakeholders with a better understanding of how well students are performing against
the learning objectives of a program.
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9. In achieving the aim of this stage and gathering important information, Miller and
Leskes cited in Capsim (2018) suggests the use of formative and summative assessments
through the following questions;
 Has the student’s work improved and/or met the standards during the program or since
admission to college?
 How well has the student achieved the disciplinary outcomes of the major program?
 How well has the student achieved the general learning outcomes of the institution across
four years?
From the above questions, it is clear to mention that assessment should aim at being a continuous
process throughout the instructional phase and not just at the end of an instruction with a grading
system as a determinant.
 Stage 3 – Assessing Courses
This level or stage requires institutions and programs to measure or make value
judgment on the effectiveness of courses so as to meet the learning goals of students,
prepare for future courses, and gain expected levels of knowledge and skills fluency.
This will allow stakeholders to identify parts of the curriculum where remedies will be
required to improve teaching and learning.
 Stage 4 – Assessing Programs
The fourth stage of assessment entails the assessment of programs with the aim of
measuring the connection between curriculum designs and learning objectives. The
information collected at this level shows how well a program prepares students to meet
learning objectives. It also highlights educational gaps within the curriculum.
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10. Miller and Leskes mentions that, the assessment of programs mainly expects the enforcement
of summative assessment which addresses the following questions;
 Do the program’s courses, individually and collectively, contribute to its outcomes as
planned?
 How well does the program fulfill its purposes in the entire curriculum?
 How well do the program’s sub-categories contribute to the overall purposes?
 Does the program’s design resonate with its expected outcomes?
 Are the courses organized in a coherent manner to allow for cumulative learning?
 Does the program advance institution-wide goals as planned?
 The effective assessment of programs requires the collection of data at the entry,
midpoint, and end of the program. “End point data is particularly valuable as a
summative indicator of how well the program, taken as a whole, is achieving its goals.”
These questions are very important if the impact of an educational program can be
measured or determined. Thus, stakeholders must consider the above questions so as to
make a needed reflective practice.
 Stage 5 – Assessing the Institution
The final level of assessment in higher education institution is the institutional
assessment. This stage measures the performance of the students by looking at the
effectiveness of the institution in educating the former and preparing them for success
after graduation. The outcomes of information collected is used to improve curriculum
designs as well as internal and external quality assurance practice. There are multiple
stakeholders involved in this process such as administrators, governing board members
of universities and faculty members among others. Their collaboration is very
necessary to ensure an institutional wide creation of a systematic process that will
improve the quality of education.
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11. Tools that are used under this level of assessment comprise of previous program level
assessment, individual or cohort level assessment and the course level assessment.
From the above discussion, one can conclude that the assessment of higher education
institutions comes in three main forms namely individual student assessment, course and
program assessments and institutional assessment. It is therefore vital for universities,
colleges and other higher education institutions to employ all three areas of assessments in
order to achieve the aims or goals of education.
1.3.1 Assessment and Student Success in Higher Education
The success of students learning has a direct connection to their assessment in higher education.
According to Brown and Rhodes (2009), “American institutions of higher education have been
challenged to develop new strategies to improve the success of all students.” Hence, it is in
order for institutions of higher learning to make the assessment practice of students effective so
as to ensure their achievement. As an essential component, assessment of students serves as a
university’s commitment to excellence through the continuous improvement of learning. It acts
as a key platform to evaluate the performance and success of students’ learning outcomes. A
proper assessment process helps students to recover their lost skills as well as assisting in more
knowledge acquisition. Sudhir Memorial Institute Liluah (2021), identifies some benefits or
successes that come to student through a proper assessment process below;
 Improving learning skills.
 Increasing student engagement.
 Getting more academic achievement.
 Student becoming a self-learner.
 Improving students’ learning goals and objective so as to learn more and achieve
success.
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12. 1.3.2 Teacher Assessment in Higher Education
The assessment of learning is not limited to students and/or institutions alone but includes teachers,
lecturers or facilitators. This is because the process of teaching and learning is a combined activity of
both teachers and students and thus, in determining the outcome of learning requires evaluation of all
players. The implementation of assessment programs by teachers and facilitators in the classroom depends
greatly on how well they understand the purpose and function of assessment. Although assessment serves
as a means to improve teaching and learning by the teacher, the enactment of his or her beliefs rely on the
socio- cultural context and policy framework in which teachers operate.
It is vital to note that there is a reciprocal assessment process that students make about teachers or
facilitators in higher education institution as part of the process of ensuring quality assurance. Students
are made to provide answers to an assessment questionnaire presented to them by institution’s quality
assurance unit to help evaluate and improve the work and performance of teachers, lecturers or tutors. On
the contrary too, teachers or educators work to prepare students for success in the classroom and this
consists of teaching learners how to use and apply assessment effectively in instructions.
In addition, teacher assessment in higher education institutions entail a form of self-assessment goals or
strategies. According to the University of Pittsburgh (2021), “Self-assessments allow instructors to reflect
upon and describe their teaching and learning goals, challenges, and accomplishments.” This process
comes with a format such as reflective statements, activity reports, annual goal setting and tracking as
well as the use of tools such as Weiman Teaching Practices Inventory among others. The University of
Pittsburgh identifies and provides a number of sampled assessment tools that teachers or lecturers of
universities or colleges can use to assess themselves. These tools will be stated below;
 The Teaching Practices Inventory which is a 72-item reflective, self-reporting tool
developed by Carl Wieman and Sarah Gilbert. It was designed for instructors teaching
undergraduate STEM courses. It helps instructors measure the extent to which they use
research-based teaching practices.
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13.  The Teaching Perspectives Inventory, a 45-item inventory that can be used to determine
your teaching orientation. This inventory can be a helpful tool for reflection and
improvement of teaching. It can also help you prepare to write or revise a statement of
teaching philosophy.
 Instructor Self-Evaluation created by Calvin College.
 Faculty Teaching Self-Assessment form, created by Central Piedmont Community
College.
 Instructor or Course Self Rating Form created by Saint Mary’s University.
 Faculty Self-Evaluation of Teaching, created by the University of Dayton, contains self-
evaluation rubrics, a narrative self-evaluation form, and several series of reflective
questions.
2.0 Remote Assessment in Higher Education Institutions
In recent years, the assessment of students which has been done traditionally by universities and colleges
have received some form of modification through a method of remote assessment. This approach of
measurement has been deepened further with the advent of the COVID-19 Pandemic that has changed
the world and how things are done by various institutions and sectors of operation. Thus, Senel and
Senel (2021), mentions that “Universities have made a compulsory shift to distance education due to
the Covid-19 pandemic.” This has resulted in the teaching and assessment of learners via online
platforms. Remote assessment deals with the process of passing or making value judgement on the work
and performance of students through distance and online means. The students are seen to be “remote”
and as such, it becomes impossible to meet face to face in order to determine the performance of learners.
Nonetheless, students would need to know their level of performance and as such, it will be necessary
for instructors or lecturers to provide a feedback mechanism.
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14. This will help students know and understand their progress of learning. In doing this, learning
management systems such as Canvas, Blackboard, Edmondo, Moodle, Google Classroom, Microsoft
Teams among others are employed in the process. Again, video conferencing tools such as Zoom, Skype
and Adobe Connect are employed in assessment and feedback provision (Koh and Kan,2020;
Nyachwaya,2020). These are seen as latest tools for online or remote assessment and learning. There
are a number of advantages that these remote tools present in teaching, learning and assessment.
These benefits consist of;
 Instant feedback: Students are able to receive immediate response after submitting assignment.
 Ease of editing based on feedback: Students can edit and make necessary corrections based on
feedback from a submitted assignment.
 Ease of submitting/responding: The technology of submitting assignment is also easy as a set
of management systems are in place for easy submission of work.
 Control and storage: Student can manage records of his or her progress through this medium
of assessment.
 Providing statistical data: Assessment tools used can help provide statistical data about
student’s performance. Students can therefore monitor their progress or performance through the
statistics bar created in their portal.
2.1 Common Modern Assessment Strategies
The assessment of students or learners can be done or measured via different means or approaches and
should not be limited to the traditional approach of grading. In today’s higher education institutions,
modern assessment schemes have been developed to help determine the potentials and abilities of
students or learners with different backgrounds. Teach thought (2021), identifies twenty-two common
modern assessment strategies that can be used to measure the performance of students. Some of these
strategies or methods will be listed below;
 An open-ended question that gets students writing or talking.
 The use of student Reflection method after lesson to get to know what student have learnt.
 The use of quizzes.
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15.  Student summarization method (Ask students to summarize what they have learnt).
 Hand signals can be used to rate or determine students’ understanding of content.
 . Response cards such as Index cards, signs, whiteboards, magnetic boards, or other items
are simultaneously held up by all students in class to indicate their response to a question or
problem presented by the teacher.
 Think-pair-share: Here, students take a few minutes to think about the question. They pair
with a designated partner to compare thoughts before sharing with the whole class.
 . One question quiz: Teacher askes a single focused question with a particular goal that can
be answered within a minute or two. You can quickly scan the written responses to measure
student understanding.
 Socratic seminar: Learners ask questions from each other on an essential topic or selected
text. The questions generate a conversation that continues with a series of responses and
additional questions. Students learn to formulate questions that address issues to facilitate
their own discussion and arrive at a new understanding.
 3-2-1: Learners assess what they studied by responding to the following questions at the end
of the lesson: 3) things they learned from your lesson; 2) things they want to know more
about; and 1) questions they have. These questions stimulate the learner’s reflection on the
lesson and helps to advance learning.
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16. The discussion above clearly shows that the assessment of student should not only be limited
to a summative format but actively must involve a formative approach.
2.2 Importance of Assessment in Higher Education Learning
Assessment is a very important step in the process of learning. Throughout higher education, the
ability to determine the success or failure of a course, program or an institution is connected to
how well learning occurs. Assessment affects many areas of education from students grading,
placement, advancement as well as curriculum. Instructional needs and funding of schools are
all linked to the process. The impact of the assessment process and practice in higher education
learning consists of the following;
 Aides in Student Learning.
 Aides in Teaching (Impacts on the teaching process through reflective practice).
 Improves academic programs and document the effects that university or college
experience has on student learning.
3.0 What is Accreditation?
A key component of a university’s quality assurance process is the accreditation of the former.
According to ABET (2021), “Accreditation is a review process to determine if educational
programs meet defined standards of quality”. This means the goal of any educational accreditation
program is to ensure quality standard. When an institution receives accreditation, the confirmation
does not become permanent but goes through periodic renewals to ensure quality in educational
programs and activities. Depending on the country in which institutions are located, the
accreditation of programs, courses or institutions can be voluntary or compulsory.
According to ABET (2021), “academic accreditation is voluntary, decentralized, and carried out by
many non-governmental, non-profit organizations in the United States of America. The process
often involves an external quality review by a team of academic or professional experts.
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17. In the United States of America, these experts volunteer their time, experience and professional
knowledge to the process of quality assurance and an ongoing improvement to education in their
fields. In the view of International Accreditation Service (2021), an accreditation “is a formal,
independent verification that a program or institution meets established quality standards and is
competent to carry out specific conformity assessment tasks”. This conformity assessment process
will comprise of testing, inspection or certification. The aim of this process is to verify and approve
the operations of such programs or institutions.
3.1 Type of Accreditations
Accreditation comes in different types but the two basic or main types are the institutional and the
specialized or programmatic accreditations. Institutional accreditation basically deals with the
validation and approval of an entire institution and ensuring that every aspect of that institution
contributes to the overall gain of its objectives. In the United States of America, the accreditation of an
institution can be done at either the national, regional or private organization level.
On the other hand, specialized accreditation normally deals with the approval of programs,
departments and schools that are part of an institution. In Africa, countries such as Ghana, South Africa,
Nigeria among others do have accrediting or evaluation agencies tasked to assess and certify the
programs or courses designed by an institution before they are mounted to be taken by students. Most
specialized or programmatic accrediting agencies review units within an institution of higher learning
accredited by any regional accrediting commissions or agencies. However, specialized accrediting
agencies can also function in the position of an “institutional” accrediting agency at times to give
approval to certain professional schools or vocational institutions of higher learning
3.2 Purpose or Function of Accreditation
The accreditation of institutions come with certain functions or purpose. According to the Commission
on Dental Accreditation (2021), accrediting of institutions come with certain functions or purpose. These
purposes consist of the following;
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18.  Certifying that an institution or program has met established standards.
 Assisting prospective students in identifying acceptable institutions.
 Assisting institutions in determining the acceptability of transfer credits.
 Helping to identify institutions and programs for the investment of public and private
funds.
 Protecting an institution against harmful internal and external pressure.
 Creating goals for self-improvement of weaker programs and stimulating a general
raising of standards among educational institutions.
 Involving the faculty and staff comprehensively in situational evaluation and planning
 Establishing criteria for professional certification and licensure and for upgrading
federal, regional or local assistance.
3.3 Accrediting Agencies
The United States Department of Education cited in IGI Global (2020), defines an accrediting Agency
as “a private organizations charged with establishing criteria and conduct evaluations to ensure that
applicant and existing accredited entities have meet the criteria.” In higher education, these
organizations can either be a regional or national body and employ a peer review mechanism for an
institutional or program assessment as well as determination of an accreditation status. In this case, the
accrediting agency is a professional body that determines the effectiveness of a program in relation to
how well it prepares students to meet certain professional or career standards. In the next few paragraphs,
one would delve into some of the accrediting agencies of four countries in the world with respect to the
composition and function.
3.3.1 Agencies in USA
In the United States of America, the accreditation of institutions come from different agencies. As a
multi diversified country, the nation has accreditation cutting across national and regional levels.
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19. These bodies are monitored and recognized by the United States Department of Education with
established national and regional laws. These agencies according to United States Department of
Education (2021) fall under institutional accrediting agencies and comprise of;
 Academy of Nutrition and Dietetics, Accreditation Council for Education in Nutrition and
Dietetics (specializing in the accreditation of dietetic and nutritional programs and institutions).
 Accrediting Bureau of Health Education Schools.
 Accreditation Commission for Acupuncture and Oriental Medicine (Specialize in the validation
of acupuncture and oriental medicinal programs and institutions.
 Accreditation Commission for Education in Nursing, Inc.
 Accrediting Commission of Career Schools and Colleges (: the accreditation of private,
postsecondary, non-degree-granting institutions and degree-granting institutions in the United
States, including those granting associate, baccalaureate and master’s degrees).
 Accrediting Council for Continuing Education and Training.
 Commission on Accrediting of the Association of Theological Schools among others.
With a careful look, one would see how well the USA believes in quality education and thus have put
in place necessary measures to ensure that there is every aspect of education has a body to supervise or
monitor activities of learning institutions. Aside these agencies, the Unites States also have independent
state or regional bodies to manage the activities of colleges and universities in each state such as Kansas
State department of Education, Iowa State Department of Education among others.
3.3.2 Agency in Ghana
Ghana’s process of accrediting institutions and colleges is done by the Ministry of Education with the
help of the National Accreditation Board. The board was established by the Government of Ghana 1993
to accredit both public and private tertiary institutions with regard to the content and standard of
programs. The board determines the proper operation of institutions in an acceptable manner and also
ensures that the issuance of degrees, diplomas and other certificates is within international standards and
equivalence.
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20. Unlike other countries with various accrediting agencies, Ghana has only this board as the accrediting
institution in the country.
Thus, in as much as this will ensure some form of sanity, unity in the administration of accrediting, it
can also undermine quality due to monopoly which can lead to a possible inappropriate practice by it.
When other accrediting boards are created, this can help ensure a healthy competition in terms of quality
of work and performance of duties
3.3.3 Agency in China
In China, the accreditation of institutions is done mainly by the Ministry of Education as well as other
several accrediting agencies at the national and provincial levels. These bodies help to regulate the
standards of education and to ensure that Chinese education is at the same standard of quality as other
countries. Just like the United States of America, some of the institutions that work with the Chinese
Ministry of Education to maintain quality assurance comprise of the following;
 National Agency of Education Administration
 National Institute of Educational Sciences
 National Center for Education Development Research
 Central Institute for Vocational and Technical Education
 Science and Technology Development Center
 Secretariat of China Scholarship Council
3.4 Requirements and Procedures of Accreditation
The accreditation of institutions basically comes with four key steps in the process (ASIC,2021). It is
important to note that to become accredited, an organization must also be a registered entity. The
Accreditation Service for International Schools, Colleges and Universities (2021) identifies or
mentions four main stages of accreditation. These processes can be seen in the illustration below;
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21. Figure 1: Stages of Accreditation, ASIC (2021)
4.0 Conclusion
The assessment and accreditation of higher education institutions are two vital components of the
educational process which cannot be undermined. Every country, institutions and individuals seek
quality. The assessment process of institutions, programs or courses help to ensure that the necessary
quality and standard of education is met globally to ensure these institutions, programs, students and
teachers are at par with global standards.
As such, it is necessary for universities, colleges and other tertiary education bodies to get assessed and
accredited on a continual and renewed basis so as to achieve quality assurance under the agency or body
they are accredited under. Student will also be put in the position to receive quality education with which
they will be confident enough to boast off and to contribute their quota to national and international
development. Hence, assessment and accreditation will mean quality and quality will provide that
education which will lead to growth and advancement.
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22. 5.0 Bibliography
Bond, D. and Falchikov, N. (2007). Rethinking Assessment in Higher Education. Learning for the
Longer term. Routledge: Taylor and Francis Group: London and New York.
Brown, G.R and Rhodes, T.L (2009). Assessment Practices for Advancing Transfer Student Success:
Collaborating for Educational Change. Association of American Colleges and Universities.
https://www.assessment-practices-for-advancing-transfer-student-success/
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