Assessment is a fundamental element in successful teaching and learning. However, few research studies have examined the assessment practices implemented by faculty in higher education. It is believed that testing has become the primary method of assessment, which could adversely impact student learning. The purpose of this descriptive quantitative study was to examine the use of learning-oriented assessment (LOA) criteria, the occurrence and diversity of assessment practices, and determine if significant differences existed in assessment techniques by program (discipline), class size, and teachers' years of experience. A web-based survey used a questionnaire to gather information from a sample of educators in postsecondary education. Questions for this survey were based on the three criteria of LOA. Learning-oriented assessment is a concept that integrates learning tasks, self- and peer assessment, and useful feedback to optimize student learning. The findings of this research illustrated that academics used written response examinations more than other formats. In addition, educators primarily implemented written papers, individual projects, and group projects as authentic assessment task. The Kruskal-Wallis H test showed statistically significant differences between a teacher's discipline and the use of examination formats and alternative practices. Education faculty implemented examinations less frequently than other programs. Teachers of Education and Nursing used alternative methods more extensively than other disciplines. Statistically significant differences were also found between individual assessment methods and programs. Regarding class size, statistically significant results revealed that more alternative assessment practices occurred when the class size was smaller. Years of experience of the academics were not a major influence on the use of assessment methods. Self- and peer assessment were not a common practice by instructors. Results linked to feedback revealed that academics perceived feedback on assignments as an important part of instruction. However, there were differences of opinion on whether or not students make use of the feedback. Recommendations included the need for professional development for teachers on the various authentic assessment methods and ways to engage students in assignment feedback. Future research using a qualitative design should be conducted because it would enable a researcher to the obtain reasons why assessment problems exist.
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