Evaluation of cross-cultural higher education learning

Abstract

Changing roles of contemporary higher education has increased the challenges of assessing higher learning from the assessment point of view despite the plethora of available standardized instruments. Existing instruments require modifications in order to accommodate the context of the study as well as to suit the institutional objectives, philosophy and program structure hence adjudging that the best instrument are those most consistent with what the institution or program values. This paper elucidated the issues needed to be addressed before a valid and reliable measurement of learning quality is attained for a multicultural and developing nation.