**7. Assessment and feedback in active learning and empowerment**

Assessment and feedback are the fundamental tools in active learning and a base to the empowerment of learners if they are properly implemented. The assessment methods which are developed in relation to any teaching mode should be aligned with the learning outcomes which will be measured. As to Sluijsmans et al. [26], assessment as a tool for learning has a great impact on the students' learning and development into reflective practitioners.

**7.2. Self-assessment**

**7.3. Observation**

**8. Conclusion**

the opportunity to learn from their mistakes.

**7.4. Presentations and demonstrations**

ing and real-world learning environments.

to observe, and how to evaluate and document what they see.

Self-assessment is an assessment which allows students to assess their own performance [27], and it is a main tool to empower students in the assessment process [33]. It encourages students' self-regulation of their learning and setting of goals for self-improvement. It is most effective when it is embedded into the learning in the unit, and students are provided with

Empowering Learners Using Active Learning in Higher Education Institutions

http://dx.doi.org/10.5772/intechopen.80838

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Observation is the main tool to gather ongoing information of students' performance. It can take place in a variety of settings, across many activities, and employ a number of different tools to record information including checklists, anecdotal records, frequency count tables, and rubrics [28]. Observational assessments empower measurement of students' behavior, skills, and abilities in ways not possible via traditional assessment (quiz, test, or exam). When planning to observe students, instructors should consider whom they want to observe, what

Presentations and demonstrations are both authentic assessment techniques that are important in active learning classrooms [28]. When learners are required to present and demonstrate their work to an audience inside and outside the classroom, there is a chance to get feedback from the audiences and learn from it to improve their performance. These two assessment methods provide students with the opportunity to make the connection between their learn-

In relation to each of the abovementioned assessment methods, there should be appropriate and timely feedback. Feedback is an information provided by an agent (e.g., teacher, peer, self, book, experience) regarding aspects of one's performance or understanding [34]. Sadler [35] noted that giving detailed feedback for students to their work, with suggestions for improvement, should become a common practice in higher education. Hattie and Timperley [34] also added that effective feedback is characterized by its clarity, purposefulness, meaningfulness, and compatibility with students' prior knowledge. Therefore, if the assessment is supported by the provision of effective and appropriate feedback in the active learning process, it enhances the students learning and makes them competent in their field of study.

From different studies and literatures, it is indicated that empowering learner using active learning in higher education institutions and other education levels has its own contribution to make the learners creative and competent in their learning and study area. Instructors in the classrooms and outside (laboratory and practical sites) of higher learning institutions are

Empowering learners in the assessment process encourages or engages them in real-life situations. Empowering learners with different assessment methods has a major impact on their results, and learners should be empowered for every activity in the teaching and learning process [27]. Angela as cited in [27] noted that learner empowerment is possible only through active involvement in their learning.

In active learning, the two forms of assessment, that is, formative and summative assessments, can be used and play a valuable role. According to Gibson and Shaw [28], formative assessment can be achieved through the observation of classroom activities such as discussions, student presentations, self- and peer assessments, and group work. Obviously, formative assessment does not often occur in lecture-based teaching where communication is one way, with little or no input from the learners. Active learning techniques, however, provide more opportunities for formative assessment to take place as the instructor observes student performance and modifies the learning experience accordingly. However, unlike formative assessment, summative assessments are not used to adjust instruction during learning; instead, they are more likely to be used to determine student scores and grades [28].

The active learning process invites learners to assess their own and others' work, which means self- and peer assessments are the dominant assessment methods in the empowerment of students. Amo and Jareno [29] noted that self- and peer assessments are being increasingly used in higher education to help students learn more efficiently. Assessment can provide feedback to the instructor themselves to improve their instructional process and to check how the learning is going on. Recent research results showed that for student-centered teaching (active learning), alternative assessment strategies such as authentic assessment can be used to evaluate both student's active learning process and their learning outcome [30]. Authentic assessment is a form of assessment in which learners are asked to perform and establish meaningful application of essential knowledge, attitudes, and skills to the real-life situations. The following are samples of the common assessment methods used in active learning methods.

#### **7.1. Peer assessment**

Peer assessment refers to the assessment of students by other students, and it is a mode of assessment associated with the use of active learning [31]. It encourages learners to be more responsible in their learning and performance [32]. Peer assessments are based on the behaviors of others and use some type of recording tool like a checklist, rating scale, or rubric developed from the learning objectives to guide the assessment [28].

#### **7.2. Self-assessment**

**7. Assessment and feedback in active learning and empowerment**

great impact on the students' learning and development into reflective practitioners.

active involvement in their learning.

38 Active Learning - Beyond the Future

methods.

**7.1. Peer assessment**

Assessment and feedback are the fundamental tools in active learning and a base to the empowerment of learners if they are properly implemented. The assessment methods which are developed in relation to any teaching mode should be aligned with the learning outcomes which will be measured. As to Sluijsmans et al. [26], assessment as a tool for learning has a

Empowering learners in the assessment process encourages or engages them in real-life situations. Empowering learners with different assessment methods has a major impact on their results, and learners should be empowered for every activity in the teaching and learning process [27]. Angela as cited in [27] noted that learner empowerment is possible only through

In active learning, the two forms of assessment, that is, formative and summative assessments, can be used and play a valuable role. According to Gibson and Shaw [28], formative assessment can be achieved through the observation of classroom activities such as discussions, student presentations, self- and peer assessments, and group work. Obviously, formative assessment does not often occur in lecture-based teaching where communication is one way, with little or no input from the learners. Active learning techniques, however, provide more opportunities for formative assessment to take place as the instructor observes student performance and modifies the learning experience accordingly. However, unlike formative assessment, summative assessments are not used to adjust instruction during learning;

instead, they are more likely to be used to determine student scores and grades [28].

The active learning process invites learners to assess their own and others' work, which means self- and peer assessments are the dominant assessment methods in the empowerment of students. Amo and Jareno [29] noted that self- and peer assessments are being increasingly used in higher education to help students learn more efficiently. Assessment can provide feedback to the instructor themselves to improve their instructional process and to check how the learning is going on. Recent research results showed that for student-centered teaching (active learning), alternative assessment strategies such as authentic assessment can be used to evaluate both student's active learning process and their learning outcome [30]. Authentic assessment is a form of assessment in which learners are asked to perform and establish meaningful application of essential knowledge, attitudes, and skills to the real-life situations. The following are samples of the common assessment methods used in active learning

Peer assessment refers to the assessment of students by other students, and it is a mode of assessment associated with the use of active learning [31]. It encourages learners to be more responsible in their learning and performance [32]. Peer assessments are based on the behaviors of others and use some type of recording tool like a checklist, rating scale, or rubric devel-

oped from the learning objectives to guide the assessment [28].

Self-assessment is an assessment which allows students to assess their own performance [27], and it is a main tool to empower students in the assessment process [33]. It encourages students' self-regulation of their learning and setting of goals for self-improvement. It is most effective when it is embedded into the learning in the unit, and students are provided with the opportunity to learn from their mistakes.
