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Foundations of Assessment Theories: A Framework for Higher Education
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Author(s): Andi Asrifan (Universitas Negeri Makassar, Indonesia), Rismawati Sudirman (Universitas Muhammadiyah Palopo, Indonesia), Maemuna Muhayyang (Universitas Negeri Makassar, Indonesia), Nurfaida Tasni (Universitas Negeri Makassar, Indonesia)and Isumarni Isumarni (Universitas Muhammadiyah Sidenreng Rappang, Indonesia)
Copyright: 2026
Pages: 28
Source title:
AI, Analytics, and Assessment in Higher Education
Source Author(s)/Editor(s): Hany Zaky (Eastern International College, USA)
DOI: 10.4018/979-8-3373-7057-6.ch001
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Abstract
This chapter examines the theoretical and practical underpinnings of assessment in higher education, outlining its progression from positivist traditions to constructivist and critical paradigms. It offers a thorough framework that unifies curriculum, pedagogy, and evaluation, highlighting inclusive, genuine, and technology-enhanced assessment methodologies. Essential principles encompass Assessment for Learning (AfL), Universal Design for Learning (UDL), and authentic assessment corresponding to graduate qualities. The discourse encompasses ethical issues in technology-based assessments and the significance of institutional preparedness and policy reform. The chapter anticipates learner-centered, data-informed, and competency-based assessment frameworks that facilitate personalized learning and promote social justice. This integrative approach guarantees that evaluation not only evaluates learning results but also promotes deeper engagement, lifelong learning, and comprehensive student growth in a progressively intricate educational environment.
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