APPROACH OF NEW STRATEGIES IN ASSESSMENT OF LEANING IN HIGHER EDUCATION
Head of the Department of Botany, Dr.V.S.Krishna Govt. Degree & PG College (A), Visakhapatnam, Andhra Pradesh. Ph:9908369522, Email: [email protected]
Education aims at making and preparing student to capable of becoming responsible, feeling accountability, productive and useful members of the society. Knowledge, skills, expertness and attitudes are built through learning experiences and opportunities created for learners in study area. Conceptual development is thus a continuous process. Research and experience tell us forcefully about the importance of assessment in higher education. It shapes the experience of students and influences their behavior more than the teaching they receive. We should make our teaching more interactive, more supportive, more challenging and more rewarding for our students. We should aim to create a 21st century pedagogy aimed at investigating and developing concepts and going beyond retaining information. We are sure to use the existing literature on evidence-based higher education and will build on the many examples of good practice. Move away from primarily lecture-based classroom sessions and move towards more interactive teaching. Timely regular review our curriculum and create more space for innovation in education, for multidisciplinary activities and for students’ engagement with teachers, with each other, and with the world outside of their institute. Foster an inclusive and diverse community where different backgrounds and cultures in staff and students are cherished and celebrated, and their different cultural experiences and identities are embraced in order to better prepare all students for an increasingly diverse and complex future work environment. Foster a ensuring this is reflected in campus life, in the curriculum, and in the application of knowledge to real-life problems in a global context. Develop online and digital enhancements to our curricula, our evidence-based pedagogy, our community building and our focus on teaching global challenges. Useing digital and online technology to enhance a sense of collaboration and community between students on campus, to better apply interactive teaching techniques, and to expand possibilities for creating an international classroom, adapt the physical spaces on campus to make them well equipped for new learning and teaching, and for building an inclusive scholarly community. To make sure do it right and achieve our goals, evaluate and research our innovations in education, publish those outcomes and contribute to the growing body of knowledge on innovation in global higher education, build a culture which values learning and teaching highly, rewards staff for their teaching and moves towards greater parity of esteem. In an environment in which teaching and research are equally valued, students and staff will experience a stronger sense of academic community, ensure that, as a College, support the academic staff that are most engaged in teaching, visibly recognize their efforts to innovate our education and to create even more high quality and pioneering teaching environments. strategy be most effective when our teaching staff are empowered to act courageously and feel embedded in this important change. Learning must be passed so that it allows the learners to engage both concepts and deepen the understanding rather than remembering onlt to forget after examinations. Examinations are an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning process and their internalization by learners.
Higher Education in Fast Changing World
Higher education in the 21st century is about more than acquiring knowledge from a single discipline. Higher order skills, such as critical thinking, creative problem solving, teamwork, and communication, are becoming even more fundamentally valuable. As information and facts proliferate, the ability to navigate across a wide range of disciplines and to critically evaluate, extract and communicate meaning have become essential attributes for success in modern society. Increasingly, the most important element of modern pedagogy in higher education is not simply the teachers’ transmission of information and the students’ retention of facts. Now we must teach students how to handle and interpret concepts, evidence and ideas, how to think and act as experts and, ultimately, how to produce original insights and valuable knowledge for the benefit of society. As a result, higher education is entering a new and exciting period. Leading universities understand that they need to change pedagogy from fact-based traditional lecturing to interactive teaching with the aim of fostering durable skills such as critical thinking, developing and expert mind set, and problem-solving, learn from this to improve our own students’ experience and can be at the forefront of global development in higher education. No doubt students have a wealth of information at their fingertips. An education give them insight and guidance into how they progress from a superficial engagement with this information to a deeper understanding. Teaching students how to process information in a way that extracts meaning, connects concepts and derives insight. Mastery of their chosen discipline requires them to develop conceptual and practical skills and practically apply this as they process knowledge and information. Global academics are world leaders in their respective disciplines and areas of research, so are well placed to guide students in this understanding and development.
Evaluating innovations in education
Rigorous evaluation of innovation in higher education is key to its sustainability and success. It is crucial that when universities transform their teaching, they also study the effectiveness of their methods and share the outcomes of this evaluation with colleagues internally and externally. Plan to contribute to global knowledge on change in higher education teaching and be instrumental in taking it to the next level. Evaluate our education; incorporating, for instance, an investigation of how selfefficacy can be nurtured in the context of discipline, as well as professional and ethical identity.
Fostering educational diversity and inclusivity
A growing body of literature shows that students work and learn better in an inclusive teaching environment with respect to teachers’ attitudes, curriculum content, interactive classroom communities, appreciation of the value of different backgrounds and opinions, and social culture on campus Our students are diverse in their cultural backgrounds, nationalities and orientations so one can make its learning and teaching environment even more inclusive for students. We can ensure that different cultural backgrounds and perspectives are an integral part of our learning and teaching environment and that students are part of an academic community that treats its members with respect and creates equal opportunities for everyone to succeed, regardless of gender, sexual orientation, ethnicity, cultural background or disability. Then students will be even better prepared for the global job market by learning to work in diverse groups and applying their knowledge across cultures and with a respect for different values and human experiences.
Student Centered HigherEducation
Student-centred education also means giving students responsibility for their own learning. They will participate in setting their own goals, manage their own learning process and have the freedom to find their own direction in their education. They will become independent thinkers by developing the strategies and the confidence to learn by discovery, rather than simply memorising factual information. This will help students to put disciplinary information into context and it will give authenticity to the teaching and the research context. Our students will develop lifelong learning skills that will enable them to tackle present trending problems and to compete in the global job market. Creating opportunities for students to actively shape innovation in learning and teaching also puts them at the heart of our strategy, develop novel ways to work in partnership with students, enable them to co-create innovative teaching practices, and employ them as teaching assistants in classrooms and in online and digital education communities. In redefining curricula, implement a modular structure that enables our students to have greater choice and flexibility within their discipline programmes and gives them the opportunity to access modules from other disciplines. In this way all students can broaden their knowledge beyond their own discipline. A review of all programmes will reduce curriculum content and volume of assessment, therefore creating time and space for students to reflect on, and integrate, their knowledge. Core learning outcomes will be defined for every programme. We will ensure the creation of clear learning pathways that deliver the core learning outcomes of each programme.
Making our learning and teaching more inclusive
Creating equal opportunities for our students to succeed, regardless of their gender, sexual orientation, ethnicity, cultural and socio-economic background or disability. Recognising and harnessing our students’ diverse cultural backgrounds, identities and experiences by creating opportunities for them to learn from each other and to make their different backgrounds an asset. Facilitating all students sense of personal and professional identity and sense of belonging within a field, so that their background can contribute to their success. Designing a diverse range of teaching, learning and assessment approaches that recognise and support the needs of students both as individuals and as members of a learning community. Removing barriers to learning and creating a more equitable experience to assist all students, regardless of health issues or language support needs. Counterbalancing the effects of unconscious bias in individuals and in institutional structures through creating and implementing evidence based policies. Using lecture capture and captioning, as well as by making comprehensive lecture notes available in advance.