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, 

 

 

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.  

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. 

 

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.