TY  - JOUR
T1  - Comprehensive examination of diverse assessment methodologies applicable to Sport Science departments at Higher Education institutions
AU  - Millard, Lourens
AU  - Breukelman, Gerrit
PY  - 2024
DA  - September
Y2  - 2024
DO  - 10.30516/bilgesci.1425413
JF  - Bilge International Journal of Science and Technology Research
JO  - bilgesci
PB  - Kutbilge Akademisyenler Derneği
WT  - DergiPark
SN  - 2651-401X
SP  - 134
EP  - 140
VL  - 8
IS  - 2
LA  - en
AB  - Educators and educational leaders have engaged in ongoing discussions and debates concerning student assessment in higher education. Concerns have been raised by academics about the disconnect between assessment methods and actual student learning outcomes. The aim of this review was to conduct a comprehensive examination of diverse assessment methodologies applicable to higher education. Furthermore, a critical analysis was performed to evaluate the alignment of current assessment practices within the author's specific academic field with the various assessment methods under scrutiny, as well as to assess their efficacy. The literature review pertaining to the evaluation techniques employed in higher education underwent an electronic search across several databases: EBM Reviews, Current Contents, Science Direct, Google Scholar, CISTI Source (from 2000 to June 2021), Cochrane Database of Systematic Reviews and international e-catalogues. A total of (n=38) studies were found that met the necessary criteria to be included in the study. It is important to acknowledge that this examination should be regarded as a foundational framework, with ample room for future research to incorporate additional assessment approaches, given the multitude of options available. Assessment for learning, tasks of learning, and peer and self-assessment emerge as invaluable tools applicable across various disciplines within higher education.
KW  - Assessment
KW  - Sport Science
KW  - Assessment Methods
KW  - Learning Outcomes
KW  - Assessment Practices
CR  - Bonwell, C. C. (1997). Using active learning as assessment in the postsecondary classroom. The Clearing House, 71(2), 73-76. https://doi.org/10.1080/00098659709599328
CR  - Boud, D., Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. New York, NY: Routledge.
CR  - Burton, K. (2011). A framework for determining the authenticity of assessment tasks:  applied to an example in law. Journal of Learning Design, 4(2), 20-28.
CR  - Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. Abington: Routledge.
CR  - Carless, D., G. Joughin., G., Lui, N. F. (2006). How assessment supports learning: Learning oriented assessment in action. Hong Kong University Press.
CR  - Carter, F. L., Hogan, P. T. (2013). Integrating active learning and assessment in the accounting classroom. Journal of Instructional Pedagogies. 11, 1-10.
CR  - Chetcuti, D., C. Cutajar, C. (2014). Implementing peer assessment in a post-secondary (16-18) physics classroom. International Journal of Science Education, 36(18), 3101-3124. https://doi.org/10.1080/09500693.2014.953621
CR  - Demirci, C. (2017). The effect of active learning approach on attitudes of 7th grade students. International Journal of Instruction, 10(4), 129-144. https://doi.org/10.12973/iji.2017.1048a
CR  - Douglas, M., Wilson, J., Ennis, S. (2012). Multiple-choice question tests: A convenient, flexible and effective learning tool? A case study. Innovations in Education and Teaching International, 49(2), 111-121. https://doi.org/10.1080/14703297.2012.677596
CR  - Duncan, T., Buskirk-Cohen, A. A. (2011). Exploring learner-centered assessment: A cross-disciplinary approach. International Journal of Teaching and Learning in Higher Education, 23(2), 246-259.
CR  - Ertmer, P. A., Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
CR  - Gibson, K. Shaw, C. M. (2011). Assessment of Active Learning. The International Studies Encyclopedia. Retrieved from http://webs.wichita.edu/depttools/depttoolsmemberfiles/carolynshaw/Gibson%20Sha w%20compendium.pdf
CR  - Gilles, J. P., Detroz, P., Blais, J. (2011). An international online survey of the practices and perceptions of higher education professors with respect to the assessment of learning in the classroom. Assessment & Evaluation in Higher Education, 36(6), 19-733. https://doi.org/10.1080/02602938.2010.484880
CR  - Gronlund, N, E. (2005). Assessment of Student Achievement. Third Custom Edition for the University of Alberta. Boston, Pearson Custom Pub.
CR  - Hernández, R. (2012). Does continuous assessment in higher education support student learning? Higher Education, 64, 489-502. https://doi.org/10.1007/s10734-012-9506-7
CR  - Hui, F., Koplin, M. (2011). Instructional note: The implementation of authentic activities for learning: A case study in finance education. E-Journal of Business Education & Scholarship of Teaching, 5(1), 59-72.
CR  - Jacoby, J. C., Heugh, S., Bax, C., Branford-White, C. (2014). Enhancing learning through formative assessment. Innovations in Education & Teaching International, 51(1), 72-83. https://doi.org/10.1080/14703297.2013.771970
CR  - Libman, Z. (2010). Alternative assessment in higher education: An experience in descriptive statistics. Studies in Educational Evaluation, 36(1-2), 62-68. https://doi.org/10.1016/j.stueduc.2010.01.002
CR  - McCoy, B. (2013). Active and reflective learning to engage all students. Universal Journal of Educational Research, 1(3), 146-153. https://doi.org/10.13189/ujer.2013.010302
CR  - McDowell, L., Wakelin, D., Montgomery, C., King, S. (2011). Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education, 36(7), 749-765. https://doi.org/10.1080/02602938.2010.488792
CR  - Mcginnis, P., Roberts, K. L., Sedor, K. L., Towler, L., Palliser, J., Jonas, L., Thomas, W., Butera, J., Bichali, H., Lorrain, C., Parker, J., Beacom, D., Evans, D. L., Sheldrake, J. (2018). From the Editor’s Desk: Engaging Students in Learning Through Assessment. Science Scope, 41(5), 1. https://doi.org/10.2505/4/ss18_041_05_1
CR  - Nielsen, K. (2014). Self-assessment methods in writing instruction: A conceptual framework, successful practices and essential strategies. Journal of Research in Reading, 37(1), 1-16. https://doi.org/10.1111/j.1467-9817.2012.01533.x
CR  - Norton, L., Norton, B., Shannon, L. (2013). Revitalising assessment design: What is holding new lecturers back? Higher Education, 66(2), 233-251. https://doi.org/10.1007/s10734-012-9601-9
CR  - Oladele, I. O. (2011). Knowledge and utilization of authentic assessment techniques by lecturers in Botswana College of Agriculture. NACTA Journal, 55(1), 63-67.
CR  - Paily, M. U. (2013). Creating constructivist learning environment: Role of "web 2.0" technology. International Forum of Teaching & Studies, 9(1), 39-50.
CR  - Pantiwati, Y., Husamah. (2017). Self and peer assessments in active learning model to increase metacognitive awareness and cognitive abilities. International Journal of Instruction, 10(4), 185-202.
UR  - https://doi.org/10.30516/bilgesci.1425413
L1  - https://dergipark.org.tr/tr/download/article-file/3683044
ER  -