Authors :
K. D. Shara; Anju Sonkhla
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/2s4wyy84
Scribd :
https://tinyurl.com/y7j628s6
DOI :
https://doi.org/10.38124/ijisrt/26mar942
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study thoroughly examines the effectiveness of skills assessment tools in the context of higher education. It
includes a thorough investigation of the traditional and modern methods used in the evaluation process. Through a thorough
review of secondary data sources from many credible sources, the study aims to provide a thorough understanding of these
tools' significant influence on student abilities and overall learning outcomes. It also explores the details of how these tools
enhance students' skill set development and improvement in the context of education. The study also includes
recommendations intended to improve these assessment tools' efficacy and implementation tactics. These suggestions offer
insightful guidance on how to maximize the effectiveness and applicability of skills assessment tools in educational
environments. The research paper concluded with a convincing conclusion that summarises the important discoveries and
insights that were gained throughout the investigation and provides an outline of the findings.
Keywords :
Skill Assessment Tools, Learning Outcomes, Effectiveness.
References :
- Black, P., & Wiliam, D. (1998). "Assessment and classroom learning." Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
- Boud, D., & Falchikov, N. (2006). "Aligning assessment with long‐term learning." Assessment & Evaluation in Higher Education, 31(4), 399-413.
- Brown, S., & Knight, P. (1994). "Assessing Learners in Higher Education." Kogan Page.
- Hossain, S. (2023) Study on Quality Assurance of Higher Education and Outcome-Based Education in Bangladesh. Open Journal of Social Sciences, 11, 72-80.
- Bhuiyan, B., Ahmmed, K. et al. (2009). A Theoretical Framework for Quality Assurance in Higher Education of Bangladesh. Journal of Business, Society and Science, 1, 27-51.
- Bouslama, F., Lansari, A., Al Rawi, A., & Abonomah, A. (2003). A Novel Outcome-Based Educational Model and Its Effects on Students Learning Curriculum Development and Assessment. Journal of Information Technology Education, 2, 203-214.
- Darling-Hammond, L. (2000). Teacher Quality and Student Achievement. A Review of State Policy Evidence. Educational Policy Analysis Archives, 8, 1-44.
- Coates, H. (2005). "The value of student engagement for higher education quality assurance." Quality in Higher Education, 11(1), 25-36.
- Dochy, F., Segers, M., & Dierick, S. (2002). "New paradigms in assessment." In Optimizing New Modes of Assessment: In Search of Qualities and Standards. Springer.
- Gibbs, G., & Simpson, C. (2004). "Conditions under which assessment supports students’ learning." Learning and Teaching in Higher Education, (1), 3-31.
- Sadler, D. R. (2009). "Indeterminacy in the use of preset criteria for assessment and grading." Assessment & Evaluation in Higher Education, 34(2), 159-179.
- Topping, K. J. (1998). "Peer assessment between students in colleges and universities." Review of Educational Research, 68(3), 249-276.
13. https://www.linkedin.com/advice/0/what-most-effective-ways-assess-students-higher-mfi8e
This study thoroughly examines the effectiveness of skills assessment tools in the context of higher education. It
includes a thorough investigation of the traditional and modern methods used in the evaluation process. Through a thorough
review of secondary data sources from many credible sources, the study aims to provide a thorough understanding of these
tools' significant influence on student abilities and overall learning outcomes. It also explores the details of how these tools
enhance students' skill set development and improvement in the context of education. The study also includes
recommendations intended to improve these assessment tools' efficacy and implementation tactics. These suggestions offer
insightful guidance on how to maximize the effectiveness and applicability of skills assessment tools in educational
environments. The research paper concluded with a convincing conclusion that summarises the important discoveries and
insights that were gained throughout the investigation and provides an outline of the findings.
Keywords :
Skill Assessment Tools, Learning Outcomes, Effectiveness.