Because of an increasing quality concern for higher education, additional attention is being paid to new educational principles with a more studentand competencecentred vision. Project-based education is one of the learning environments congruent with these principles. Ideally, the students in this learning environment are assessed by suitable assessment modes, like peer assessment and co-asses...

Education programs at all levels must be able to demonstrate successful program outcomes. Grades alone do not represent a comprehensive measurement methodology for assessing student learning outcomes at either the course or program level. The development and application of assessment rubrics provides an unequivocal measurement methodology to ensure a quality learning experience by providing a f...

There is confusion about what kind of assessment is appropriate in higher education. There is also misunderstanding over the relationship between assessment and accountability. Even when institutions and state policymakers use similar assessment information they do so for different purposes. Faculty are focused on improving educational programs while state leaders are interested in holding thei...

Assessment of projects with multiple criteria is very common in education and business organizations. This paper reports the use of fuzzy set theory for assessment of students' projects in an education setting. The whole assessment process includes four stages, namely generation of basic assessment criteria, selection of assessment criteria, determination of assessment criteria weights, and fuz...

The Secretary of Education’s Commission on the Future of Higher Education (U.S. Department of Education, 2006), which is come to be known as the “Spellings Commission,” identified the Collegiate Learning Assessment (CLA) as one of “the most comprehensive national efforts to measure how much students actually learn at different campuses” and that the CLA, “promotes a culture of evidence-based as...

A systematic review of the literature was carried out to determine the evidence for the reliability and validity of the assessment methods used in veterinary medical education. The review followed the approach used by the Best Evidence Medical Education (BEME) group. This process has established baseline data on published evidence and found that a relatively small number of articles exist relat...

CONTEXT The term 'validity' is used pervasively in medical education, especially as it relates to curriculum, assessment, measurement and instrumentation. Exactly what is meant by the term 'validity' in the medical education literature is not always clearly defined. OBJECTIVES This study attempts to clarify, conceptualise and classify how validity fits within the context of assessment and to ...

Prior to 2016, motorcycle licensing in Victoria, Australia, required off-road (range) skills testing only, focusing on vehicle-handling skills. The objective of this research was to develop an education and assessment curriculum commensurate with best practice that included on-road components and increased focus on awareness, judgment, and decision-making skills. No single best-practice curricu...