A presentation delivered on Sept 28 at the 2017 AAOU Annual Conference hosted by Universitas Terbuka and held in Yogyaakarta, Indonesia.

1. 28 September 2017
by
Prof. Dato’ Dr. Ho Sinn Chye
Vice-Chancellor & CEO
Assessment for Holistic
Student Learning in
Open Universities

2. The next transformation in
higher education is focused
on
Assessment
To cope with an emerging Pedagogy that is
being impacted by technology, industry demand
and changing student demographic!

3. Technology’s affordances
for Higher Education
Access
open, synchronous, online digital tools,
on-demand info/data, 24/7, informal, etc.
Engagement
LMS, flipped-class learning space, mobile
interaction, media-rich content, game-
based, project/problem/inquiry-based
learning, social constructivist learning,
wikis, blogs, etc.
Customization
Customized modules, learner-centered,
adaptable, personalized learning, flipped
classroom, OERs, MOOCs, etc.

4. Industry calling for new forms
of academic programmes
1.More programmes with shorter completion time
2.“Just-in-time, just-for-me” rather than “just-in-
case” learning for everybody
3.Greater emphasis on competence-based
learning and structured internship training
4.Recognition of micro-credentials and course
credit transfer for inter-institutional mobility
5.Call for credit-bearing MOOCs and their
effective evaluation

5. 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 >90
Changing Student Demographic
Human Life Expectancy today is >90 years!
Life Long Learning
Work
Remain EngagedReality today!
Q. How do we assess and improve learning
to groom students for the world of work, to
achieve their career and post-retirement
goals?

6. What’s happening in higher
education today?
1. Changing student demographic
2. The quest for contemporary knowledge and wider
skill sets is opening up learning
3. Acceptance, hence commitment to blended,
online, technology-enhanced learning
4. Transition to flipped classroom teaching and
blended learning gives students more
opportunities for personalized learning and
competence building

7. 1.What evidence do you have that your students
are achieving the desired learning outcomes?
2.Are the stated learning outcomes appropriate to
your programs and courses?
3.What measures and assessment management
system do you use? How efficient are these?
4.To what extent do you analyze and apply the
derived info to address deficiencies in teaching
and learning for accountability and accreditation
purposes?
We should now be asking…

8. What outcomes do you
measure for CPD-type
training courses?
1. Skills attainment
2. Workplace application
3. Individual behaviour change
4. Team behavioural change
5. Meeting goals or targets
The need for
reliable
assessment
tools and
validation
processes for
assurance of
learning (AoL)
Some examples…

9. Assurance of Learning (AoL)
Accreditation Process
Ref: MQA Pub (2012) Guidelines to Good Practices: Assessment of Students
Assessment Process
PEO
Programme
Educational
Objectives
PLO
Programme
Learning
Outcomes
CLO
Course
Learning
Outcomes
Backwards alignment of CLO, PLO and PEO

10. Pedagogic preference for
Outcomes-Based Learning
• Clearly defined criteria for
measuring proficiency
• Instructions are designed to meet
student skill-set needs
• Adequate time to master the
required skills
• Dedicated learner-guidance
service
• All of the above plus self-paced
• All of the above plus stronger
emphasis on achieving proficiency
through active engagement
The focus is on what students
learn and not on time spent in
classroom completing credits.

11. Active engagement is key to
outcomes-based learning
Students as peer-assessors and co-producers of learning contents?
A multi-role, multi-activity pedagogic approach!

12. Technology Enabled Pedagogy
Critical Thinking Tools

13. • Impact from the redesigning of learning space
• Benchmarks for measuring learning outcomes
• Criteria and rubrics for evaluation of programme
and course learning outcomes
• Quality-assured protocols and standards for
accreditation, certification and credentialing
• Availability of data capture tools and Assessment
Management System (AMS) software
Some assessment
related challenges

14. The power of 3-in-1

15. • A framework to recognize and validate learning
• A system that is objective, with in-built record
tracking to provide instantiated evidence of
student performance achievement
• Ability to map goals and learning outcomes,
manage online testing, generate assessment
rubrics, reports and flag alerts, etc.
• Ease of use, scalability and inter-operability, etc.
Assessment Management
System (AMS)

16. Technology-enabled tools
for assessment of learning
1. Online polling and quizzing tools
2. Adaptive learning (Carnegie Learning; Knewton;
Acrobatiq)
3. Algorithmic feedback tools (Turnitin; Grammarly)
4. Assessment Management Systems (Centrieva;
Ellucian; AEFIS; etc.)
5. Online exam proctoring service (e.g. Proctorio)

17. Role of stakeholders in
assessment
• Students must know and track his/her study
pathway diligently from admission to graduation
• Faculty must be able to design assessment
rubrics that are aligned with the curriculum,
quality standards and accreditation protocol
• Institution needs to know how programmes are
performing, benchmarked, updated and primed
for successful accreditation reviews