Student Assessment in Teaching and Learning

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Much scholarship has focused on the importance of student assessment in teaching and learning in higher education. Student assessment is a critical aspect of the teaching and learning process. Whether teaching at the undergraduate or graduate level, it is important for instructors to strategically evaluate the effectiveness of their teaching by measuring the extent to which students in the classroom are learning the course material.
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Posted by

Rene Wells

Description

In their handbook for course-based review and assessment, Martha L. A. Stassen et al. define assessment as “the systematic collection and analysis of information to improve student learning.” (Stassen et al., 2001, pg. 5) This definition captures the essential task of student assessment in the teaching and learning process. Student assessment enables instructors to measure the effectiveness of their teaching by linking student performance to specific learning objectives. As a result, teachers are able to institutionalize effective teaching choices and revise ineffective ones in their pedagogy.

Description

The measurement of student learning through assessment is important because it provides useful feedback to both instructors and students about the extent to which students are successfully meeting course learning objectives. In their book Understanding by Design, Grant Wiggins and Jay McTighe offer a framework for classroom instruction—what they call “Backward Design”—that emphasizes the critical role of assessment. For Wiggens and McTighe, assessment enables instructors to determine the metrics of measurement for student understanding of and proficiency in course learning objectives. They argue that assessment provides the evidence needed to document and validate that meaningful learning has occurred in the classroom. Assessment is so vital in their pedagogical design that their approach “encourages teachers and curriculum planners to first ‘think like an assessor’ before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings.” (Wiggins and McTighe, 2005, pg. 18)

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