The Impact of Innovative Assessment Practices on Students' Learning

Innovative assessment can be understood in two ways, namely, a) if it is considered new in the context where it is adopted, and/or b) if it tries to do something different (McDowell, 2001). From the first perspective, new forms of assessment can be regarded as innovative when they are an alternative to assessment methods used before. On the other hand, traditional methods can be innovative if there is a shift in their purpose. Other terms used to refer to innovative assessment are 'alternative' or 'authentic' assessment. Dissatisfaction with traditional assessment methods has prompted academics in higher education to consider alternative methods that would be appropriate to assess a wide range of learners' knowledge and skills (McDowell & Sambell, 1999; Race, 1999). The diversity of assessment methods adopted in higher education is an indication that changes are taking place in assessment practices (Alverno College, 1994; Hounsell et al., 1996; Nightingale et al., 1996; Struyven et al., 2003; McDowell et al., 2004; Juwah et al., 2004). However, there is also evidence that the traditional written essay remains the predominant method of assessing students' learning in the arts and the social sciences in many British universities (Brown et al., 1997; Maclellan, 2001). Similar findings were reported in a university-wide study conducted in my own institution, University College Dublin (O'Neill, 2002). Despite some initiatives by individuals and Schools in introducing alternative assessment practices, my own College of Arts and Celtic Studies could still be regarded as one where traditional assessment practices are generally used across disciplines. It is in this context that I introduced assessment practices that I considered to be more appropriate for facilitating students' learning. Therefore, the research question that I proposed to investigate was whether the innovative assessment practices introduced in a level 3 undergraduate module¹ actually enhanced students' learning. We draw on data from students' reflections about the course from the moment it was introduced to them, until its completion.

¹ University College Dublin is in the process of moving to modular programs of study. 'Course' is the traditional term that is being replaced by 'module'. Both terms are used interchangeably.

اخر الاخبار

اخبار العتبة العباسية المقدسة

مجلة تسليم تدعو الباحثين والأكاديميين للمشاركة في أعدادها القادمة

المجمع العلمي يواصل إقامة محاضراته الأسبوعية في مقام الإمام المهدي (عجل الله فرجه)

جامعة الكفيل تطلق الدورة التدريبية الصيفية لطلبة كلية الهندسة التقنية

استعدادًا لزيارة الأربعين العتبة العباسية المقدسة تعقد الورشة التنسيقية الرابعة الخاصة بمراكز إرشاد التائهين

المزيد

الآخبار الصحية

دراسة علمية تكشف مفاجأة حول الأسباب الحقيقية للسمنة

دراسة: الأطباء يتجاهلون "سببا شائعا" لارتفاع ضغط الدم

نظامك الغذائي غني بالبروتين؟.. احذر هذه الآثار الجانبية

لا تتجاهلها.. أعراض تنذرك بأنك مهدد بالإصابة بالسكري

المزيد

الآخبار التكنلوجية

ISOFIX: معيار الأمان الذهبي لمقاعد الأطفال في السيارات

هل المحرك الأكبر دائمًا الأفضل للسيارة؟

اختبارات ناجحة لمحرك "VK-800" الروسي وتطويره لطائرة بايكال الخفيفة

رئيس إنفيديا: الذكاء الاصطناعي الصيني "محفز للتقدم العالمي"

المزيد

مواضيع ذات صلة

Active participation

An alternative to traditional modules

Students initial perceptions of innovative assessment practices

Research methodology

Module description: proposed methods of assessing learning

Background to the study

Challenges in Assessments in a Case-Based Science Course Conclusions

On the overall case-based approach

Findings and discussion On the design of the assessment

The course and the assessment strategies

Challenges in Assessments in a Case-Based Science Course

Blending Process with Product: Using Assessment to Drive Learning Through the Creation of an Online Journal Conclusions