Students’ content mastery and proficiency of learning outcomes is constantly on the minds of teachers, and administrators. Unfortunately, there is a disconnect between classroom-based grading practices and the attainment of learning outcomes. Traditional grading methods not only combine objective assessment with subjective measures, they also often lack the substance to drive truly meaningful dialogue on student academic progress or provide resources to assist the student. This process paper focuses on how to construct an assessment system that supports student learning.
||Learner-centered, Academic Progress, Proficiency
The International Journal of Assessment and Evaluation, Volume 19, Issue 4, pp.35-39.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 107.636KB).
Professor, Department of Public Health, St. George's University, St. George, Grenada
Cecilia Hegamin-Younger is a professor at St. George’s University School of Medicine in the Department of Public Health and Preventive Medicine. There, she is the director of evaluation where she evaluates the Master’s in Public Health program, and develops plans for faculty development; student engagement and learning; assessment; curriculum; and course development. In addition to biostatistics, she has taught action research, research methodology, program evaluation, and health courses to graduate students, and basic math skills and geometry to undergraduate students. Dr. Hegamin-Younger has extensive experience in evaluation and data analysis. With more than twenty years of experience, she brings a strong track record on conducting secondary data analysis and practical evaluations on a variety of topics. Whether it’s contracting with Fortune 500 companies, marketing research companies, health institutions, medical schools, governments, or educational institutions, her practical experience in program evaluation, data analysis, teaching and learning, and survey development provides a unique insight in the implementation of research projects that result in functional reports of strategic value.
Accreditation Coordinator, Department of Public Health and Preventive Medicine, St. George's University, St. George, Grenada
Tessa Alexander-St. Cyr holds an MSc in HRD and performance management from the University of Leicester, a B.Ed in educational administration and a Qualified Teacher’s Certificate from the University of the West. She is an instructor at St. George’s University School of Medicine in the Department of Public Health and Preventive Medicine. There, she is the Accreditation Coordinator. Her main tasks revolve around program planning, program evaluation, performance management, and total quality management. Mrs. Alexander-St. Cyr has twenty years teaching experience. She also has comprehensive savoir-faire in program review, assessment, and evaluation, as well as, staff development. Having had thirteen years of school management experience, she is versed in pedagogy, testing and measurement, and clinical supervision.