A broad range of academic assessments has been the main feature of university studies. Given that the only measure to asses whether or not students’ meet the university academic graduate requirements is to through formal tests regardless of written or hands-on practices, it is suggested that these consistent assessments, such as course work and projects, should fail in qualifying learners’ authentic academic competency. Personally I disagree with this claim, and I feel that such these assessment strategies have been enough to inform university staff of their students’ learning capacity.
To begin, university assessments offer opportunities to develop a broad range of skills. Typically, they enhance critical thinking and problem-solving skills. Assignments, ranging from essays writing and group debates to final exams, allow students to brainstorm relevant ideas to address extensive questions prompts and quizzes. This means that students, either in groups or individuals, would read instructions and questions carefully and figure out what knowledge should work for them. Moreover, this requires their decisions for applying specific knowledge to certain projects to resolve problems, followed by valid reasons. Furthermore, they also provide a space for social interaction. Specifically, they can reach out for help and discuss their academic matters, leading to an increasing in communication skills. Similarly, learners can interact with one another through group academic debates.
Additionally, university assessments can ensure the equality and justice. Often, various forms of assessments include achievement standards to evaluate students’ learning outcome. Professors can mark students’ written work and practical experiences against the rubric, and they highlight applicable standards based on students’ actual performances. Without these assessments, there has not been another substitute method to effectively and fairly indicate academic performances.
In conclusion, even though written or practicum assessments have been adopted by the global education institutions, several individuals believe these are not effective ones to assess students’ learning efficacy. Nevertheless, I stand against this point of view and suggest that assessments can build up skill sets and nurture a fair academic environment.