The study and analysis of models and methods of academic achievement assessment in a Corporate University

Assessment plays an integral role in education process, since without conducting a correct and reliable assessment, it is safe to say that the education process is left unfinished and does not come to an end .One of the concerns of educational administrators and professors is conductingdifferent assessments during the educationperiod. The present study is an applied research in terms of objective and it is a descriptive-survey research in terms of methodology. The required data was collected by a questionnaire designed by the researcher and was analyzed by SPSS software. The research findings suggest that 92 percent of professors and instructors consider the method of academic achievement assessment as the written test and 61.8 percent of them consider it as holding exams with essay orextended response questions andalarge percentage of professors and instructors (71 percent) consider summative assessment as the priority of assessment. In the current educational assessment methods, the students’ level of knowledge, rather than the other levels of teaching and learning, isassessed more by the professors. Although not so satisfactory, this method is considered as an advantage in assessment, since it has some superiority over the assessment of other levels.However, this assessment method has many drawbacks such as leading students towards mnemonic learning and the storage of short-term memories. In addition, in most cases, the answers to the questions and assessment tools are predetermined by the professor and the learners must answer the questions in a specific and predetermined framework which itself requires the storage of memories in the learners’ brain.

Cademic achievement assessment, Models and methods, Corporate University