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Utilizing Assessment to Improve Student Life

The process of pre-University admission assessment can serve an important role in enhancing student motivation and achievement. Professors can help enhance student performance by sharing clearly defined learning goals. Through student involvement in the assessment process, students learn to take responsibility for their own learning. This feeling of accountability and control may increase the students’ intrinsic motivation to learn and can heighten success. Also, Professors have the opportunity to help students succeed through the implementation and communication of quality assessments. Black and William (1998) define assessment broadly to include all activities that teachers and students
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Faculty and administrators, working to meet multiple and at times competing demands, too rarely focus on either improving instruction or demonstrating gains in student learning. They enroll in courses that do not require substantial reading or writing assignments; they interact with their professors outside of classrooms rarely, if ever; and they define and understand their college experiences as being focused more on social than on academic development. Moreover, we find that learning in higher education is characterized by persistent and/or growing inequality. There are significant differences in critical thinking, complex reasoning, and writing skills when comparing groups of students from different family backgrounds and racial/ethnic groups. More important, not only do students enter college with unequal demonstrated abilities, but those inequalities tend to persist or, in the case of African-American students relative to white students, increase while they are enrolled in higher education.
In addition to involving students in assessment, the University boost student success by creating authentic, quality assessments. Professors and students can only gain accurate knowledge of achievement through quality assessments. Valid and reliable assessments will clearly show the professor and student what knowledge and skills have been learned. From these results further learning can be initiated, whether that means re-teaching or setting new
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