The document discusses assessment trends in higher education, focusing on the importance of moving beyond traditional paper-and-pencil tests to performance-based assessments. It outlines research questions and objectives aimed at understanding current assessment practices and improving student participation in internal assessments. The study is confined to specific districts and types of colleges in Nepal, utilizing a mixed research design to gather data from teachers and students.

1. ASSESSMENT TRENDS IN HIGHER EDUCATION
Santiram Dahal
Roll No: 75152047
MPhil 2nd Semester
Educational Studies
Nepal Open University
4/15/2019 Santiram Dahal 1

2. 4/15/2019 Santiram Dahal 2

3. Educating People
• Universal elementary education
• Comprehensive secondary education
• And highly selective and meritocratic higher
education (Cremin, 1989)
4/15/2019 Santiram Dahal 3

4. Concept of Assessment
• Assessment is a consideration of someone or
something and a judgment about them.
• Collins Dictionary
• Assessment is an evaluation and one type of
assessment is used to measure what someone
knows or has learned.
• Vocabulary.com
4/15/2019 Santiram Dahal 4

5. Educational Assessment
• Educational assessment is the systematic process
of documenting and using empirical data on the
knowledge, skill, attitudes and beliefs to refine
programs and improve student learning.
• Assessment data can be obtained from directly
examining student work to assess the
achievement of learning outcomes or can be
based on data from which one can make
inferences about learning.
4/15/2019 Santiram Dahal 5

6. Statement of the Problem
• Emphasis is given to paper pencil test rather than
performance based assessment
• Missing the utilization of recent assessment
trends
• Lack of analyzing and utilizing the result
• Lack of sincerity among students and teacher
regarding assessment,
• Gap between policy and (practice)
implementation
• Students poor participation in internal
assessment
4/15/2019 Santiram Dahal 6

7. Research Questions
• What are the current trends of assessment
and feedback system ?
• What proportion of students' involve on
internal assessment and what are their
perceptions?
• How to make sincere to the teachers and
students on assessment?
• What are the problems of assessment?
• How to solve them?
4/15/2019 Santiram Dahal 7

8. Objectives of the study
• To find out the trends of assessment and
feedback system in higher education.
• To find out the students participation and
perceptions on current assessment system.
• To explore the problems associated with
current assessment practice.
• To suggest the ways to improve existing
assessment practice.
4/15/2019 Santiram Dahal 8

9. Delimitation
• This study will be delimitated on the
following:
• Morang and Sunsari districts
• Constituent, community and private colleges
• Internal assessment and final assessment
4/15/2019 Santiram Dahal 9

10. • Thematic Review
– Intelligence and assessment
– Inclusiveness in assessment
• Assessment Policies in the 1960s and 1970s:
Inclusion and ‘Equal Terms’
• Theoretical Literatures
– High Stakes vs. Low Stakes
– Constructivism and Social Constructivism
4/15/2019 Santiram Dahal 10
Literature Review

11. Conceptual Framework
4/15/2019 Santiram Dahal 11

12. Research Methodology…
• Research Paradigm: post-positivist
• Research Design: Mixed Research Design
• Research Field: Morang and Sunsari
district
• Population: Teacher and students of
Bachelor level
•
4/15/2019 Santiram Dahal 12

13. Research Methodology…
• Sampling
• In this study Morang and Sunsari districts will
be taken by using convenient.
• Similarly, one constituent, one community and
one private college will be selected from each
districts.
• To accomplish the study five students, three
teachers and one staff from examination
department from each college will be chosen as
respondents.
4/15/2019 Santiram Dahal 13

14. …Research Methodology
• Tools for Data Collection
– Interview Schedule for teachers and staff of
examination department
– Focus Group Discussion with students
– Document Study
• Data Collection Procedure
• Analysis and Interpretation of Data
• Quality Standard
4/15/2019 Santiram Dahal 14

15. REFERENCES
Assessing Student Learning | Teaching Commons. (2019). Retrieved March 9,
2019, from
https://teachingcommons.stanford.edu/resources/teaching/evaluating-
students/assessing-student-learning
Baviskar 1, S. N., Hartle, R. T., & Whitney, T. (2009). Essential Criteria to
Characterize Constructivist Teaching: Derived from a review of the
literature and applied to five constructivist‐teaching method articles.
International Journal of Science Education, 31(4), 541-550.
Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1992). Theory
into practice: How do we link. Constructivism and the technology of
instruction: A conversation, 17-34.
Brookhart, S. M. (2004). Assessment theory for college classrooms. New
Directions for Teaching and Learning, 2004(100), 5–14.
https://doi.org/10.1002/tl.165
Constructivism and Social Constructivism in the Classroom | Education,
Society, & the K-12 Learner. (2019). Retrieved January 31, 2019, from
https://courses.lumenlearning.com/teachereducationx92x1/chapter/constr
uctivism-and-social-constructivism-in-the-classroom//
4/15/2019 Santiram Dahal 15

16. Creswell, J. W. (2012). Educational research: planning, conducting, and
evaluating quantitative and qualitative research (4th ed). Boston:
Pearson.
Educational assessment. (2019). In Wikipedia. Retrieved from
https://en.wikipedia.org/w/index.php?title=Educational_assessment&oldi
d=878270822
Elliott, S. N., Kettler, R. J., Beddow, P. A., & Kurz, A. (Eds.). (2011).
Handbook of Accessible Achievement Tests for All Students. New York,
NY: Springer New York. https://doi.org/10.1007/978-1-4419-9356-4
Ewell, Peter T. 1994. “Developing Statewide Performance Indicators for
Higher Education: Policy Themes and Variations.” In Charting Higher
Education Accountability: A Sourcebook on State-Level Performance
Indicators, edited by Sandra S. Ruppert, 147–166. Denver, CO: Education
Commission of the States.
High Stakes Testing | IDEA. (2018). Retrieved October 10, 2018, from
http://www.democraticeducation.org/index.php/issues/high_stakes_testin
g
4/15/2019 Santiram Dahal 16
REFERENCES

17. (Holt & Willard-Holt, 2000). - Talk to Books. (2019.). Retrieved January 31, 2019,
from https://books.google.com/talktobooks/query?q=(Holt%20%26%20Willard-
Holt,%202000).%20&
Hout, Michael. 2012. “Social and Economic Returns to Higher Education in the United
States.” Annual Review of Sociology 38: 379–400.
Miller, B. (2018). How to Use Assessment Tools to Improve Teaching and Learning.
Retrieved October 12, 2018, from https://its-networks.com/how-to-use-
assessment-tools-to-improve-teaching-and-learning/
Partnership, G. S. (2013, May 15). High-Stakes Test Definition. Retrieved October 14,
2018, from https://www.edglossary.org/high-stakes-testing/
Sand, O. (1963). Current Trends in Curriculum Planning. Music Educators Journal,
50(1), 42–96.doi:10.2307/3389983
Sternberg, R. J., & Williams, W. M. (Eds.). (1998). Intelligence, instruction, and
assessment: theory into practice. Mahwah, N.J: L. Erlbaum Associates.
The Purpose of Higher Education: To Create Prepared Minds. (2012, June 26).
Retrieved October 10, 2018, from https://evolllution.com/opinions/the-purpose-
of-higher-education-to-create-prepared-minds/
Wyatt-Smith, C., Klenowski, V., & Colbert, P. (Eds.). (2014). Designing assessment for
quality learning. Heidelberg: Springer.
4/15/2019 Santiram Dahal 17
REFERENCES

18. 4/15/2019 Santiram Dahal 18