People within the educational community—policymakers, schools, administrators, teachers and students—use assessments for different purposes. This issue of CDTL Brief presents some discussions on the issues surrounding Assessment.
Email Editors |
|
|
| Assessing
Education Quality:
Measures and Processes |
||
| Professor William F. Massy | ||
| Professor Emeritus of Education and Business Administration, Stanford University President, The Jackson Hole Higher Education Group, Inc |
||
| The means of assessing the quality of education offered by an institution, faculty, or department has recently become a hot issue in many countries. The three approaches to quality assessment are accreditation, evaluation and academic audit. Continue reading | ||
| Addressing Students’ Fears about Examinations | ||
|
||
|
||
| It was a bright Tuesday morning and we were conducting a scheduled 2-hour Law tutorial. We were already past the middle of the first semester and in about three weeks’ time, the students would be facing their semestral examinations. Continue reading | ||
| Student Assessment in Problem-based Learning: A Challenge Beyond Reliability and Validity | ||
|
||
|
||
| Problem-based learning (PBL) is an innovative pathway to learning in medical education. The PBL curriculum provides students with a more holistic approach to medical education that goes beyond just content knowledge acquisition. Continue reading | ||
| Implementing Effective Peer Assessment | ||
| Lim Yuen Lie, Lisa-Angelique | ||
| Research Assistant, CDTL | ||
| Peer assessment refers to students’ critical evaluations of peers’ performance, whether for writing, oral or visual presentations. Peers may be evaluated in terms of their contribution to the group, their product, or both. Continue reading | ||
| Self- and Peer-assessments — Vehicles to Improve Learning | ||
| Dr Laina Ho | ||
| Centre for English Language Communication | ||
| Are feedback exercises becoming the bane of students’ lives? It may seem so considering the multiple assessments required of NUS students and the response of one of my students who remarked that it was ‘feedback fatigue’ and not ‘exam fatigue’ that riled her. Continue reading | ||
| What is Quality in Assessment Practice? | ||
| Mr Dennis Sale | ||
| Section Head, Educational & Staff Development Department, Singapore Polytechnic |
||
| One of the most significant developments in education over recent years has been an increasing focus on the importance of assessment and the need to ensure quality in assessment practice. A number of interrelated factors have contributed to this development. Continue reading | ||