HOW TO IMPROVE THE ASSESSMENT SO IT WOULD SERVE FOR LEARNING?

Abstract

Obviously, assessment is crucial to the education process. In higher education, majority of assessment components are summative. Summative assessments are employed to assess what learners have learnt during and at the end of academic semester, to encourage students, to ensure they have met predetermined learning outcomes. However, this type of assessment is considered as an assessment of learning which cannot enable educators to meet diverse students’ needs – through adaptation and differentiation of teaching methods and approaches to enhance students’ achievement and to gain an equity of student outcomes. To overcome this barrier, formative assessment can be implemented in teaching and learning process. This type of assessment is treated as an assessment for learning since it raises to interactive assessment of student progress, and consideration to identify learning needs and modifying teaching appropriately, in turn, it leads to improved learning to acquire necessary skills. On this regard, this review is intended to describe, evaluate and analyze existing assessment practice used in Quantitative Methods module while suggesting improvements in assessment that will be aimed at enhancing the assessment tasks for this module. We carry out the responsibility of module leader