EMERGING DIALOGUES IN ASSESSMENT

February 18, 2026

• Anthony C. Edwards, EdD, Assistant Professor, Tarleton State University

The purpose of this article is to describe how four assignments were used for summative assessment in an online master’s-level higher education leadership course. Results inform future research and provide opportunities for other instructors who wish to use different methods to assess student learning.

Introduction

Summative assessment allows instructors to determine how much students learned at the end of a module or course (Scriven, 1967). Higher education leaders need to be able to use research and theory to inform practice (Mbindyo et al., 2021). However, relying on one method of summative assessment may not fully capture whether students have mastered learning objectives (Brewer & Hunter, 1989; UDL On Campus, n.d.). While there is evidence of the use of summative assessment in higher education (Ross et al., 2024), there is need for more research on its use in higher education leadership programs. This manuscript is intended to fill that research gap by describing how a set of summative assessments were employed in a graduate-level course.

Course

The course described here is an eight-week online master’s-level course about higher education leadership.

Learning Outcomes

• Knowledge Outcome: Describe theories and concepts of higher education leadership (Edwards, 2025).
• Skill Outcome: Apply theories and concepts of higher education leadership to real-world scenarios related to academic leadership, the higher education landscape, communication, strategic planning, organizational change, campus culture, and outcomes assessment.

Summative Assessment Methods

Assignment 1 - Course Feedback Assignment

There are two goals for this assignment, First, students evaluate their progress on the learning goals they set at the beginning of the course. Second, students provide recommendations for students taking the course in the future based on their experience in the course.

Assignment instructions

1. Look at your goals from the Networking Discussion from Week 0 (orientation module). Did you reach your goals?
2. Think about the FUTURE! Think about the students who are taking the course next semester, what are two recommendations that you have for them (to help them be successful)? This semester, we did not have a textbook. Do you think next year's students should have a textbook? What are some pros and cons of not having a textbook?

Grading Criteria

• Requirements of the Assignment (ten points possible)
• Discussion Posts (five points possible)

Assignment 2 - Post-Course Statement of Understanding

The goal of this assignment is to get students to examine how their knowledge of higher education leadership has changed over the course of the semester.

Assignment instructions

Earlier this semester I asked you to prepare an essay discussing your current understanding of higher education leadership. That assignment was designed to help you focus on and begin to articulate your own ideas concerning higher education leadership and was intended to help you develop your own identity (or awareness) as a higher education professional (or future professional). You previously addressed the following questions:

1. What is the purpose and/or mission of higher education leaders?
2. What roles or functions do (or should) higher education leaders serve towards educating students and providing opportunities?
3. How do theories of higher education leadership influence the work of higher education leaders?
4. What, if any, experience do you have in your life related to higher education leadership?
5. Why are you taking this class and what do you hope to learn from this class?

For this post-course assignment, I would like to learn about your viewpoints after experiencing a brief exposure to this higher education leadership course. This time, please answer the following:

• What, if anything, is different about your opinion of higher education leadership as it relates to questions 1,2, and 3 above?
• Please consider and respond to the following: What have you learned about your chosen expert area because of this course?

Important: There is no page limitation for this essay because I wish for you to be free to express yourself (I suggest two is sufficient; you may need more—or less).

Grading Criteria

• Thoroughness of Response (twenty points possible)
• APA Format (five points possible)

Assignment 3 - Group Presentation and Paper Assignment

In this course, students work in groups to examine one of four areas of higher education leadership: academic affairs, student affairs, enrollment management, or advancement (fundraising and external relations). They complete a literature review, observe a higher education leader in their expert area, interview a higher education leader in their expert area, and analyze a podcast or webinar in their expert area. Then they summarize the group’s findings in two ways. First, groups create and deliver a presentation. Second, groups create a paper presenting their findings and overall reactions.

Assignment instructions

You will create a 20-minute group presentation (with 5 minutes for questions) and pick a time to present at the Higher Education Leadership Symposium. You will also stay to listen to the other groups' presentations.

Sections

• Introduction/Statement of the Problem (Expert Area)
• Literature Review
• Observation Insights
• Expert Interview Insights
• Best Practice Examples at American higher education institutions (at least three)
• Conclusion/Reflections/Takeaways
• References (and Grammar/Punctuation/APA Format)

Each member needs to make a meaningful contribution to the creation and delivery of the presentation. Post the link to your presentation file or attach it as your submission. You will also attach or submit a link to a paper with the same information.

Grading criteria

• Coverage of Student Affairs Content (twenty-five points possible per file)
• Addressing the Case Study Question (fifteen points possible per file)
• Integration of Articles Assigned in the Course (five points possible per file)
• Integration of the Discussion Posts Contributed by Higher Education Scholars in the Course with Attribution (five points possible per file)
• Integration of your Expert Area Assignment Ideas (five points possible per file)
• Integration of Required Database Resources (ten points possible per file)
• APA Format (ten points possible per file)

Assignment 4 - Final Examination

The last summative assessment method is the final examination. Students complete two scenario-based questions. The exam is completed online, and they have three days to complete the assignment. Students are encouraged to incorporate work from earlier assignments into their responses.

Assignment instructions.

For your examination, you will have two scenario-based questions. Think of the articles, notes, discussion questions, and your expert topic as you complete these questions. You will need to integrate each of these items in your answers for question one and question two.

Include at least two ideas from your earlier assignments and at least two ideas from your classmates’ assignments in the text and references.

Include at least seven external references (not including your ideas or classmates’ ideas).

Grading Criteria.

• The grading criteria are the same as for Group Paper and Presentation.

Conclusion and Recommendations

Instructors may benefit from incorporating at least one additional summative assessment method to gain a more thorough understanding of student mastery of learning objectives. Each of the summative assessment methods provides a slightly different method of analyzing student learning. The course feedback assignment was designed to help students revisit their initial learning goals and strengthen their ownership of the learning process. In addition, there are opportunities to increase their self-efficacy through their degree program as many of the courses feature similar group assignments. The post-course statement of understanding helps students discover how their knowledge has grown throughout the course. The intent of the group presentation and paper is to provide opportunities for students to improve teamwork and communication skills, which are parts of the CAS standards for Higher Education (Council for the Advancement of Standards, 2024). The final exam allows instructors to assess how students apply their knowledge in a work-related scenario. Future research may examine student perceptions of these summative assessments. For instructors, adding one or more of these summative assessments to your courses may provide a broader understanding of student learning.