ERIC Number: ED381088
Record Type: RIE
Publication Date: 1994-Jul
Assessing Quality of Learning in Higher Education: Methods, Models and Perspectives.
Cheung, K. C.
This paper describes paradigms for research into school learning conducted at the primary/secondary and tertiary levels. Paradigms discussed include the Process-Product paradigm, the Mediating Process paradigm, the Classroom Ecology paradigm, J. Carroll's Model of School Learning, B. Bloom's Mastery Learning model, and the multilevel causal modeling of the 1980s. At the tertiary level, status attainment models describe processes by which family status and parent education are converted into occupational status through educational attainment. An emergent trend has been witnessed in integrating assessment and instruction for quality classroom processes and learning outcomes. This trend involves changing views of educational indicators and school improvement, development of a humanistic and constructivist curriculum theory and practice, and a shift toward meaningful and authentic measurement. In order that the quality of learning in higher education can be better monitored, educators are urged to pay particular attention to the interrelationships between assessment and instruction. Specifically, students should be engaged in deep processing of learning tasks, teachers should deploy formative assessment for charting learning progress, and staff development programs should emphasize pedagogical and assessment expertise grounded in a sound theory of curriculum and guided by a viable multilevel conceptual model of learning. (Contains 39 references.) (JDD)
Descriptors: College Curriculum, College Instruction, College Outcomes Assessment, Educational Philosophy, Educational Principles, Elementary Secondary Education, Evaluation Methods, Faculty Development, Foreign Countries, Formative Evaluation, Higher Education, Learning Theories, Performance Based Assessment, Student Evaluation, Teaching Models
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Assessing Quality in Higher Education (6th, Hong Kong, July 19-21, 1994).