Improving the Learning Process for Both Instructor and Student Using Assessments

The objective of this article is to describe the theory and types of commonly used assessments and how they relate to course objectives and the learning process in higher education. Using a fisheries course example, I argue that quality assessment techniques occur continuously, are aimed at both instructor and student, are not always used to assign grades, and improve the quality of instruction in the classroom. Properly used, assessments can transform institutions of higher education from a place where instruction is given to one where learning takes place.