please respond to Wanda. with. 400. words. a p a style. citations. and reference

please respond to Wanda. with. 400. words. a p a style. citations. and references
Assessment and accreditation are each significant perceptions in higher education which have progressed up to this present day. Assessment refers to evaluating student learning and performance, while accreditation is evaluating the quality and effectiveness of an institution as a whole (Winstone & Boud, 2022).
Assessment is an ongoing process of gathering evidence of learning and development, then organizing interpreting the information in order to make informed decisions about instructional practice (Bredekamp, 2014). Assessment is also the process of providing credible evidence of resources, implementation, actions and outcomes undertaken for the purpose of improving the effectiveness of instruction, programs and services in higher education (Banta & Palomba, 2014).
In view of Fredonia (2021), assessment in education entails “the systematic collection, review, and use of information about educational programs and services undertake for the purpose of quality improvement, planning, and decision making”. This purpose seeks to enhance student learning, engagement and development as well as create a form of refinement and self-study to programs and services.
In contrast, there is also institutional and organizational performance assessment which include explanation of external environment, organizational motivation, organizational performance and organizational capacity.
In exploring the institutional and organizational performance assessment the following are the areas and subparts:
External environment consist of administrative/legal, political, social/cultural, economic, stakeholder, technological and ecological.
Organizational motivation consist of History, mission, culture and incentive and awards.
Organizational performance consist of effectiveness, efficiency, relevance and financial viability.
Organizational capacity consist of financial, program and process management, inter-organizational linkages, strategic leadership, human resources, infrastructure and structure.
Organizational and institutions play significant roles in societal development in Canada and internationally (Universalia, 2024).
Traditionally, higher education concentrated on measuring student performance through standardized tests and grades. This approach, known as the “Levels” assessment, is based on the idea that student performance can be quantitatively measured and compared to a set stand (Stura et al., 2019). Although this method has been critiqued for being excessive on testing and not taking into consideration that influence factors that may have an effect on student performance, such as socioeconomic circumstances or learning style.
Accreditation is the recognition that an institution maintains standards, requisite for its graduates to gain admissions to other reputable institutions of higher learning or to achieve credentials for professional practice (Liberty University, 2020).
Accreditation, on one hand, has historically been focused on gauging and evaluating the quality of institutions as a whole. Accreditation bodies such as regional accrediting associations, have been established to implement standards for institutions and evaluate their compliance with those standards. However, in recent years, there has been a shift toward evaluating the outputs of institutions, such as student learning and outcomes (Stura et al., 2019).
Accreditation also serves multiple purposes. Institutions aim to achieve various objectives, such as furnishing reliable proof of institutional efficiency, confirming with accreditation agencies and government entities, and strengthening responsibility towards the interest parties (Fernandes & Singh, 2022). Institutions evaluate academic and non-academic alike in regard to aspects with emphasis.
Societal and educational requirements have steered the evolution of assessment and accreditation through history. During the Middle Ages, universities started conducting assessments to evaluate the learning and abilities of their students (Mansour, Boyd & Walshe, 2020).
To sum up everything that has been stated thus far, assessment is a process that improves student learning outcomes outside of just a grade assignment. Educational institutional quality is ensured by accreditation. In alignment with assessment and accreditation and Christian worldview it is stated in II Corinthians 13:5-6; Examine yourselves, whether ye be in the faith; prove your own selves. Know ye not your own selves, how that Jesus Christ is in you, except ye be reprobates? (6) But I trust that ye shall know that we are not reprobates.
References
Banta, T., & Palomba, C. (2015). Assessment essentials: Planning, implementing, and improving
Assessment in higher education [2nd ed]. John Wiley & Sons, Inc.
Fernandes, J. O., & Singh, B. (2022). Accreditation and ranking of higher education institutions
(HEIs): review, observations, and recommendations for the Indian higher education
system. The TQM Journal, 34(5), 1013-1038.
Fredonia (2021). Assessment. Definition and Overview. https://www.fredonia.edu/about/campu-Links to an external site.
assessment/assmtinforesam/overview.
King James Bible. (2024). King James Bible Online. https://www.kingjamesbibleonline.orgLinks to an external site.
(Original work published 1769)
Liberty University. (2020). Assessment and accreditation and their compatibility with a Christian
worldview.
Mansour, W., Boyd, A., & Walshe, K. (2020). The development of hospital accreditation in low
and middle income countries: a literature review. Health policy and planning, 35(6), 684-
700.
Stura, I., Gentile. T., Migliaretti, Gl, & Vesce, E. (2019). Accreditation in higher education:
Does disciplinary matter?. Studies in education evaluation, 63, 41-47.
Winstone, N. E., & Boud, D. (2022). The need to disentangle assessment and feedback in higher
education. Studies in higher education, 47(3), 656-667.