Assessment In Higher Education

Defining higher education from the dictionary is seen as “continued education after the point at which attendance of an educational institution is no longer compulsory” (Oxford dictionary, 2015, pg345). Qualifications in higher education ranges from Higher National Diplomas and Foundation Degrees to Honors Degrees, other tertiary institutions offer Postgraduate programs such as Masters Degrees and Doctorates. These are recognized throughout the world as representing specialist expertise supported by a wide range of skills that employers find very useful (Jacky, 2006). Students after completion of their higher education studies acquire their professional qualification. For instance, those studying medicine when they complete their training

(Cambridge Assessment Network Keynote, 2006). Students have different learning skills and it will be important for teachers to take into considerations to recognize them and balance the assessment of their need. This study found out that when the strategies used are effective for all students. Furthermore, assessing students is necessary measure the effectiveness of instruction, good assessments are constructed based on what works for students (Regier, 2012). However, research has shown that assessment instruments need be to appropriate to the materials or subject being taught. It is important that the assessment instruments match the learning objectives of the module. If an assessor does not have skills, training, experience to use a particular assessment it is unluckily that they method they will use to assess will be effective, hence why is it important to match the assessment instruments with the delivery method. In sum, Healey (2000) emphasised that those who teach in higher education institutions are duty bound “to learn how to adopt a scholarly approach to teaching and how to collect and present rigorous evidence of their effectiveness as teachers” (p. 170). Therefore, it is important that Facilitator use assessment strategies that they are both confident and matches the learner’s learning styles. It is argued that assessor

Therefore, peer instruction creates an environment for learner to evaluate their learning progress. Accordingly, this practice is applicable to all disciplines and can be used in all class sizes, the technique lets learners take control of their studying. Therefore, peer instruction technique is seen as a most common interactive way to get learners active. Mazur (2001) has reported significant learning gains using this technique. “Peer instruction is considered a form of the flipped classroom and provides a structured way to guide student preparation, in-class active learning” (Mazur,2012, p.2). Even though it was mostly used by physics instructors (Henderson et al.,2012), eventually it was implemented by other educators in other