Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives

Abstrak: Kebiasaan manusia berubah karena adanya wabah COVID-19, hal ini berpengaruh ketika manusia masuk ke dalam fase new normal. New normal diartikan sebagai keadaan yang tidak biasa dilakukan sebelumnya, yang kemudian dijadikan sebagai standar atau kebiasaan baru yang mesti dilakukan manusia untuk dirinya sendiri maupun untuk bersosialisasi dengan orang lain. Kebiasaan baru ini pun menimbulkan pro dan kontra seiring dengan dampak yang timbul. Lembaga pendidikan tinggi merupakan salah satu yang merasakan dampak penerapan new normal. Perkuliahan yang selama ini dilakukan secara online/daring, akan kembali dilakukan secara luring/tatap muka, dengan tetap menerapkan protokol COVID-19 seperti mengenakan masker, menjaga jarak, mengenakan sarung tangan, serta tidak melakukan kontak fisik seperti berjabat tangan. Masalah yang muncul bukan hanya kecemasan orang tua terhadap anak – anaknya, tetapi bagaimana lembaga pendidikan tinggi mengatur segala sumber daya yang dimiliki agar memenuhi standar penerapan new normal. penelitian ini bertujuan untuk mengetahui penerimaan terhadap kondisi normal yang baru menggunakan Perspektif balance score card. Abstract: Human habits change because of the COVID-19 outbreak, this affects when humans enter the new normal phase. New normal is defined as a condition that is not normally done before, which is then used as a standard or new habits that must be done by humans for themselves or to socialize with others. This new habit also raises the pros and cons along with the impact arising with the new normal. Higher education institutions are the ones who feel the impact of implementing new normal. Lectures that have been conducted online / online will be re-done offline / face to face, while still applying the COVID-19 protocol such as wearing a mask, keeping a distance, wearing gloves, and not making physical contact such as shaking hands. The problem that arises is not only parents' anxiety about their children, but how higher education institutions regulate all available resources to meet new normal implementation standards. This study aims to determine acceptance of new normal conditions using the balance score card Perspective.

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Music Assessment in Higher Education

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1 ◽

10.1093/oxfordhb/9780190248093.013.30 ◽

2019 ◽

pp. 695-719

Author(s):

Frederick Burrack

Keyword(s):

Higher Education ◽

Future Development ◽

Educational Assessment ◽

International Perspective ◽

Historical Background ◽

Music Assessment ◽

Philosophical Foundations ◽

Efficiency And Effectiveness ◽

Assessment In Higher Education ◽

Political Demand

A major factor shaping educational assessment in higher education has been public and political demand for accountability, which often focuses on improving efficiency and effectiveness. This chapter provides a historical background of assessment in higher education; an international perspective of how expectations of accountability influenced assessment of music in higher education; a review of philosophical foundations of higher education music assessment, accreditor policies, assessment frameworks guiding curricular practice, alignment of policy to documentation of student learning, and barriers that hinder assessment in practice; and implications for future development of higher education music assessment.

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Assessment in higher education: voices of programme directors

Assessment & Evaluation in Higher Education ◽

10.1080/02602938.2021.1888869 ◽

2021 ◽

pp. 1-16

Author(s):

Eva Lopes Fernandes ◽

Maria Assunção Flores

Keyword(s):

Higher Education ◽

Assessment In Higher Education

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Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

Education Sciences ◽

10.3390/educsci11080402 ◽

2021 ◽

Vol 11 (8) ◽

pp. 402

Author(s):

Linda Helene Sillat ◽

Kairit Tammets ◽

Mart Laanpere

Keyword(s):

Higher Education ◽

Literature Review ◽

Systematic Literature Review ◽

Reliability And Validity ◽

Assessment Tools ◽

Competence Assessment ◽

Validity And Reliability ◽

Digital Competence ◽

Need To Evaluate ◽

Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

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