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Findings indicate a limited emphasis on using assessment to inform instruction and a lack of clarity about assessment purposes. In the final policy, assessment focus appeared to prioritize measuring achievement more than supporting learning and guiding instruction. 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This article describes an institutional assessment policy review process that used a questionnaire to elicit 269 students’ perspectives on a draft policy document. Among the key findings were a lack of focus on using assessment to inform instruction, and a lack of clarity around the purposes for assessment. Within the final policy, there seemed tobe an absence of focus on assessment as supporting learning and informing instruction, although there was a significant focus on the role of assessment in measuring achievement, despite students’ emphasis on the former two characteristics. The study’s implications point to the important theoretical contributions students offer to institutional policy reviews, and the practical challenges institutions face in providing mechanisms that facilitate engagement and reflect shifts in culture.  \nRésumé  \nBien qu’il soit nécessaire et préférable d’améliorer l’apprentissage des étudiants de l’enseignement supérieur par l’intégration de perspectives  \nCJHE / RCES Volume 45, No. 4, 2015  \nFraming Student Perspectives / C. Poth, A. Riedel, & R. Luth 362  \nmultiples au cours d’examens de politiques institutionnelles, peu d’exemplesabondent en ce sens. Cet article décrit un processus de révision de la politique d’évaluation institutionnelle impliquant l’utilisation d’un questionnaire afinde connaître les points de vue de 269 étudiants sur l’ébauche d’une politique.  \nParmi les conclusions principales, on compte un manque d’orientation pour utiliserl’évaluation qui compléterala formation, ainsi qu’un manque de clarté quant aux buts de l’évaluation. En outre, la politique finale semblait manquerd’orientation quant à l’évaluation en tant que soutien à l’apprentissage et à la formation instructive, bien qu’on mise énormément sur le rôle del’évaluation dans la mesure de la réussite malgré l’emphase que les étudiants mettent sur ces deux dernières caractéristiques. Les résultats de l’étude pointent versd’importantes contributions théoriques que les étudiants del’étude apportent aux examens des politiques institutionnelles, et vers les défis pratiques que les institutions doivent affronter pour fournir des mécanismes qui facilitent l’engagement et reflètent des changements culturels.  \nIntroduction  \nIt is not surprising that advances in promising teaching and learning practices provide the impetus for many institutions across the globe to revise their policies, in a desire to maintain alignment with the emerging higher education literature. Recent advancesin the field of student assessment and evaluation have highlighted the role of assessment practices in the learning process. These revisions are encouraging and reflective of a contemporary view of assessment, yet many of the efforts and literature have focused on what and how during processes of implementation rather than on who and why for consumers ofthe information. That is, during a review of institutional policies, there appear to be limited efforts to consult with the consumers of the assessment policies and practices, for whom the largest population are often undergraduate students. Additional perspectives—for example, of graduate students, faculty, and administrators—would also contribute to a more comprehensive assessment policy, but this study is limited to a focus on the undergraduate perspective. To begin to address this issue, we provide an account of an institutional assessment policy review process that sought 269 undergraduate students’ perspective","cbCaijQfsI9Gx7ZL","https://ap.wps.com/l/cbCaijQfsI9Gx7ZL","pdf",737228,22,"English","# Abstract\n# Introduction\n## Assessment practices and the shift toward learning\n## Authentic assessment and student feedback","[{\"question\":\"How did the study collect student perspectives for the policy review?\",\"answer\":\"It used a questionnaire to elicit 269 undergraduate students’ perspectives on a draft assessment policy document.\"},{\"question\":\"What were the main concerns found in the policy review results?\",\"answer\":\"Students reported a lack of focus on using assessment to inform instruction and insufficient clarity about the purposes of assessment.\"},{\"question\":\"What does the study suggest about the role of students in institutional policy reviews?\",\"answer\":\"It argues that students’ perspectives provide important theoretical contributions while also revealing practical challenges for institutions in creating engagement mechanisms and reflecting cultural change.\"}]","Framing Student Perspectives into the Higher Education Institutional Review Policy Process | PDF",1792083471,55]