ASSESSMENT OF LEARNING IN HIGHER EDUCATION INSTITUTION
Journal Title: Role of Higher Education Institutions in Society: Challenges, Tendencies and Perspectives - Year 2014, Vol 1, Issue 3
Abstract
This article presents the concept of assessment for learning in higher education institution and the attitude of students to apply the principles of assessment and learning assessment system used in Kaunas University of Applied Sciences. The theoretical and empirical analysis confirmed a statement that assessments significantly influence the students. Climate of evaluation is a crucial part of learning complex and interconnected relationships. The obtained results suggest that assessing the need to not only provide information, but also get high quality feedback, which is essential for providing reliable performance improvement policies and measures. The object of research is assessment of student learning, the aim - to reveal the peculiarities of the assessment of student learning in higher education institutions. Objectives of the research: To perform theoretical justification for research, submitting the concept of assessment of learning in higher education institutions submit the analysis of the survey results, highlighting the peculiarities of learning assessment Kaunas University of Applied Sciences. Qualitative methods were chosen to perform research: analysis of procedures and interview method. Based on the survey results, we can conclude: • Evaluation of teaching (learning) is constituent and justification of feedback. During the evaluation process personal data about learning achievements are collected, that are analyzed, interpreted, summarized. The essential thing in the evaluation process is to ensure that the assessment is directly related to the learning purposes of the study subject. Therefore, the assessment is a continuous process, with the main purpose - to understand student learning and to improve it. • Students are assessed only in ways that make it reasonably easy to evaluate them, and it usually incites a strong focus on memory and lower-level skills; • Assessment of learning is not always evaluating the input; • Students are graded (The evaluation mechanism usually focus on financial issues); • One-sided evaluation (usually only teacher assesses) hinder learning autonomy (the students can not determine their own learning goals, develop a rational program of learning to achieve the objectives set out the criteria by which to assess the activity or work). Such assessment promotes a narrow and often superficial approach to learning; • Assessment encourages students to take the lead after the teacher and accept "instructions" submitted by the teacher.
Authors and Affiliations
Vilma Morkūnienė
Keywords
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