OPTIMIZING ASSESSMENT CONCEPTION FOR A MASTER’S THESIS THROUGH ADOPTING THE BENCHMARKING APPROACH

Transforming university teachers’ way of thinking about assessment seems to be critical for assisting success of higher education reforms, especially when it comes to greater internationalisation of national and institutional policies. One of the critical issues for aligning strategies adopted for a master program is the need to develop critically reflective approaches to assessing a master’s thesis. In this article, we present a case study of an assessment conception for a master’s thesis in master’s programmes delivered at Northern Arctic Federal University (NArFU) (Arkhangelsk, Russia). The discussion is offered for two main reasons. Firstly, the case study could be of interest for other educators and programme developers who are involved in the process. Secondly, we offer a set of places to look for answers in search of promoting validity, reliability and fairness of internationally acknowledged quality of education. The results of the research may serve to inform the education policy-makers about initiatives to be taken for establishing a culture of assessment and continuous improvement within this sphere.

Moving Forward or Holding Back? Creating a Culture of Academic Assessment

This article analyzes data from a survey on faculty perceptions of a newly instituted assessment process at a small liberal arts campus in Canada. The survey results are compared with an analysis of the reports submitted to the assessment committee over a four-year period in order to determine whether a culture of assessment centred on students’ academic skills rather than compliance had been achieved. Although there is evidence of resistance and skepticism from a subset of faculty, we argue that overall a faculty driven process of assessment provided the space for the creation of a culture of assessment based on the explicit evaluation of identified academic skills. Our analysis examines faculty perceptions of assessment and its impact, the materials and methods of assessment used, and the overall impact of assessment on teaching on the campus.

Culture of assessment in academic libraries in Kuwait: investigating the current situation and future prospects

PurposeUsing the Association of Research Libraries' SPEC KIT 303 library assessment framework, this study examines and evaluates academic libraries' efforts toward establishing a culture of assessment.Design/methodology/approachA quantitative questionnaire is employed to collect data. The sample comprises 70 library staff working in eight academic libraries in public and private universities in Kuwait.FindingsThe findings document a readiness to create a culture of assessment in Kuwaiti academic libraries, though this was greater in private universities. Resources to develop this culture, such as assessment and analysis methods and the requisite skills and knowledge, are available, but commitment from academic leaders and plans for a shift toward culture of assessment were not evident. Overall, participating academic library staff acknowledged the value of developing a culture of assessment, but this seems not to be an institutional priorityPractical implicationsThe methodology and findings address gaps in library and information science education and library management on creating a culture of assessment and suggest future research avenues.Originality/valueLibrary assessment is a core function of libraries, but guaranteeing the continuity and consistency of related activities requires an organizational culture that facilitates and supports such assessment. While many articles have focused on the requisites for building a culture of assessment in higher education, few, if any, have assessed academic libraries in the cultural context of the Middle East.

Using Assessment Tools to Develop a Workshop for Library Staff: Establishing a Culture of Assessment

No abstract.

Establishing a Sustainable Process to Measure Learner Performance

The quality of student learning and academic rigor is central to higher education. Nonetheless, colleges often prioritize metrics such as enrollment and graduation rates or use assessment data to solely fulfill accreditation requirements. The Academic Quality Assurance (AQA) team at a university ventured to expand the academic quality data landscape to learn more about student achievement. The paper shares the team’s journey to collect and report on student performance data for continuous improvement of academic programs. Specifically, this paper includes the methods to promote a culture of assessment by incorporating new concepts into the AQA process: Data visualization and storytelling with data. This paper includes the methodology to collect and report on data, samples of the systems and visualizations used, and the challenges faced in the context of people, process, and tools.

Developing an Assessment Program to Measure Critical Thinking

This chapter posits that the assessment cycle is a valuable part of the discussion of teaching critical thinking skills in post-secondary settings. Acknowledging that critical thinking is a crucial skill for post-secondary students, the chapter ties accreditation mandates to the need to include robust outcomes assessment measures in college programs that teach critical thinking. The chapter traces one small, nationally-accredited online college's efforts to develop a robust assessment plan to measure how well students met general education and program objectives, particularly those related to critical thinking skills in a business program. The efforts to comply with accreditation standards and to demonstrate a culture of assessment resulted in a culture shift that sought meaningful data about how well the college was educating its students and meeting its mission.