This paper examines how assessment and grading practices have evolved post COVID-19 pandemic. Specifically, more programs have begun implementing Competency-Based Education (CBE) in their practice. This article offers suggestions for higher education institutions and faculty considering implementation of CBE in their assessment practices.

Professional stories that live within multiple retellings throughout one's career can, when the teller analyzes them, be useful in unearthing influential pedagogical assumptions. The author retells a classroom story, examines unacknowledged fears rooted within the story's elements, and uses a five-point framework for analyzing related assumptions…

Assessment is an important component for quantifying learning in higher education. With the current trends at the state and federal level, what's now merely encouraged may soon become a mandate. This article contains concise guidelines with examples designed to help instructors develop a comprehensive assessment program that provides useful…

The culture of assessment in higher education requires academic librarians to demonstrate the impact of information literacy instruction on student learning. As a result, many librarians seek to gain knowledge about the information literacy assessment approaches available to them. This article identifies three major assessment approaches: (1)…

A system that helps students monitor their progress by providing regular feedback and producing a learning curve for each student as well as the whole class is described. The system is also designed to help faculty evaluate their own teaching performance. (MSE)

Describes a study of undergraduates that examined the effects of the cognitive load associated with using hypertext linking capabilities in instructional materials. Highlights include cognitive flexibility theory; hypertext navigation; results of criterion measures and regression analysis; and cognitive load theory. (Contains 56 references.) (LRW)

The characteristics of three threshold loss agreement indices which reflect the agreement or consistency in assignment to mastery-nonmastery status are reviewed. These are proportion of agreement, coefficient kappa, and modified kappa. (Author/MT)

In Canada, tests and test results do not appear to be driving the school system. Canadian universities do not require Canadian applicants to provide SAT or ACT scores for admission. Most provinces administer their own testing programs aimed at all students, not only the college bound. Developing the whole child is an important objective. (MLH)

We are all accustomed to periodic summative testing for achievement, but in this chapter the importance of requiring mastery of fundamentals as the baseline for evaluation, regardless of the level of the class involved, is discussed.

Describes reconstruction, at the department level, of an Australian university policy away from norm-referenced assessment to criterion-referenced assessment. Action research methods were conducted including individual and focus group interviews, participant journals, and successive drafts of criteria and standards. Analysis suggested that the use…

A workshop was attended by 36 instructors from departments of education in colleges and universities throughout Ohio for the purpose of identifying criteria for teacher selection. The participants sought to determine ways to achieve a fit between the selection committee's values, perceptions, and personality characteristics and the teacher…

This monograph on developing and implementing admission testing for prospective teachers includes information on: (1) competency assessment activities in 31 selected states, the basic skills assessed, and time of testing--prior to admission and/or certification; (2) competency test development; (3) competency testing for admission into teacher…

The Assessment Resource Center (ARC) at Florida State University provides computer assisted testing (CAT) for approximately 4,000 students each term. Computer capabilities permit a small proctoring staff to administer tests simultaneously to large numbers of students. Programs provide immediate feedback for students and generate a variety of…

Higher education institutions have difficulty providing stakeholders with reliable, valid information about student achievement. High stakes assessment data are ambiguous in communicating such information. It is important to distinguish criterion-referenced assessment from norm-referenced assessment. This paper proposes a system that goes beyond…

Describes development of a test using slides and corresponding multiple-choice questions for second-year occupational therapy students in child studies course. Reasons for choosing the test format are discussed and an outline of test construction procedures is given. An evaluation of the test indicates problems encountered and benefits gained.…