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In higher education, the assessment can be inclusive and transparent if they reduce the number of summative assessments and increase the amount of formative assessments.  Consider alternative assessment methods, including open book exams, shorter exams, essay/report-based assignments that address the same learning outcomes as existing assessment. Ensure that assessment is aligned to learning outcomes and teaching and learning methods. Prepare students for assessment. For example, provide opportunity to discuss and/or practice new formats. For coursework consider using staged assessment design, with opportunity for formative feedback, including peer and self-assessment on draft versions. Design into the module on-going formative assessment and feedback that students can feed forward to future learning and assessment.The learning ability of students is assessed through different evaluation methods. Teachers ensures students learning by devising a comprehensive evaluation tools which includes individual and group class assignments, surprise quizzes, mid-term and final exams along with different demonstration of practical lab activities. This comprehensive assessment system is designed to assess the all the learning potential abilities of students which mostly includes students critical thinking, working ability in groups, field work and ability to work efficiently within mentioned deadlines. Teacher tries to evaluate all the hidden potential of students through this assessment tools. Moreover, teachers also consider the importance of fair judgments therefore spend ample time to check assignments, papers and practical demonstration of each student and give valuable feedback. Moreover, they also consider how students respond to their feedback.

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In higher education, the assessment can be inclusive and transparent if they reduce the number of summative assessments and increase the amount of formative assessments.  Consider alternative assessment methods, including open book exams, shorter exams, essay/report-based assignments that address the same learning outcomes as existing assessment. Ensure that assessment is aligned to learning outcomes and teaching and learning methods. Prepare students for assessment. For example, provide opportunity to discuss and/or practice new formats. For coursework consider using staged assessment design, with opportunity for formative feedback, including peer and self-assessment on draft versions. Design into the module on-going formative assessment and feedback that students can feed forward to future learning and assessment.The learning ability of students is assessed through different evaluation methods. Teachers ensures students learning by devising a comprehensive evaluation tools which includes individual and group class assignments, surprise quizzes, mid-term and final exams along with different demonstration of practical lab activities. This comprehensive assessment system is designed to assess the all the learning potential abilities of students which mostly includes students critical thinking, working ability in groups, field work and ability to work efficiently within mentioned deadlines. Teacher tries to evaluate all the hidden potential of students through this assessment tools. Moreover, teachers also consider the importance of fair judgments therefore spend ample time to check assignments, papers and practical demonstration of each student and give valuable feedback. Moreover, they also consider how students respond to their feedback.

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Nothing Impossible. Group lead: Dr.Irfan Ali Chandio

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Nothing Impossible. Group lead: Dr.Irfan Ali Chandio

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Boud and douche. (2010) proposed few important recommendation on transparent and productively assessment; planning teams and mangers should be appointed in new course design and review for effectiveness. Organize workshops for teachers on effective assessment practice and techniques that enhances transparency in teaching and learning in higher education. Guide teacher and student about the improvement of syllabus. These recommendations are most effective in higher education for transparent assessment.

Gibbs & Simpson (2004) proposed a set of conditions, how evaluation in higher education can be transparent and inclusive: Assessment that supports learning and validates theory, experimental and practical knowledge. These conditions for teachers to evaluate effectiveness of assessment practice.

Knight et.all (2018) focused upon the importance of teacher feedback to learn their students from their mistakes and increase their educational skills. Nicol et.all (2017) suggested the use of high technology based active learning class environment and found that, it is much useful approach as compared to low technology based (conventional and traditional learning).

Bloxham, (2009), recommended that teacher should motivate and provide confidence in grading and marking. It might be divert their attitude and energy into more educational productive activities and it also great source of motivation of students for deep learning. It is a useful approach that can extend instructors to ensure students learning throughout the degree.

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After skimming the articles, it is asserted that assessment in higher education is the cry of the day. It is pertinent to mention that the way assessment is practiced in higher education is not up to the mark. In simple word, if we want to define assessment, it refers to learning activity in school. It is argued that assessment is considered good if it adds to the learning of students. In higher education, as discussed in the readings, that assessment does not add to the learning of students as it has only linked with examinations. Our stance here is that teachers can play significant role in improving assessment. For example, if teachers link it with quality of teaching instead with examination and grading. It is worthy to argue here that assessment should be used as a tool of active learning by teachers. Thus, teachers should give immense importance that either the assessment is leaning oriented or not. If the assessment is done in such way then, it will engage students in active learning. Similarly, in higher education, teachers should give equal importance to formative assessment as it may contribute to the learning of students. Thus, to sum up the argument, it is asserted that by considering these step in assessment, it can be inclusive, transparent and learning oriented.

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In higher education, assessment can be inclusive and transparent if the assessment is prepared according to the intended purpose (Learning Objective Outcomes). Inclusive assessment is valid and reliable if it ensures students’ performance and it is not influenced by any particular occasion. Offering multiple types of assessments (e.g. by changing the assessment or it can be choice of student), by giving the chances to practice with proper feedback, and clarity of assessment before it starts can make it influence and transparent. Gibbs and Simpson (2004-05) described the assessment arrangements and defined how they influence the students learning outside classroom. Assessment has strong effects on various aspects including what, how and the number of students study. The proposed set of situations for assessment clearly supported the effective learning as the authors formulated their findings with theory, empirical evidence and practical experience as a reference source. The proposed set of situations can be regarded as a model in order to help the teachers to review their own assessment effectiveness. To enhance students’ capabilities related to specific subject and knowledge correlated with teacher assessments evaluation. The instructor should response with creative comments on the student’s assignments/quiz. The instructor comments about writer style, attempting question and literature sited will lead student to improve knowledge and skills. But minor comments on error just focus on reading provide information.

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Team Members S5G6:  1.Omer Hanif  2.Qurban Shafiq

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Team Members S5G6:  1.Omer Hanif  2.Qurban Shafiq

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Team Members S5G6:

1.      Omer Hanif

2.      Qurban Shafiq

In our opinion, Higher education can follow the formative assessment points shared by Gagne (1997) to be inclusive and transparent in their assessment policy. These points consist,

Prerequisite skills or knowledge before launching new material (research and )

Importance of the learning goals of the subject (Course syllabus)

Application of Interactive learning strategies (Modularization)

Application of the concepts in student’s centric environment (Practical orientation)

Share the learning curve, constructive feedback with follow-up (Introduction of technology to tack self-evaluation)

Engage/help students to monitor their progress (Guide them beyond the class activities)

Make friendly relation so the teacher can guide the student further to master their skills (Career counseling)

Encourage them on small achievements (sense of accomplishment).

The role of assessment and evaluation in the context of student learning has mixed views. According to (Stephanie et al., 2021), half of the instructor’s perspective is identifying specific errors on written assignments is essential and helps student learning. However, Sue Bloxham (2009) argues that moderation marking techniques add a burden to the staff, although it slightly improves reliability and accuracy. On the other hand, Graham Gibbs and Claire Simpson 2004, focus on assessment support learning out of the class. However, the role of technology is not significant in active learning (Adelheid et al., 2017). In our view, the student’s interactive and motivating factors to learning are classwork assignments, formative assessments, the effectiveness of feedback—the volume of tasks, and feedback according to success criteria.