Abstract

Standardization or harmonization of quality in higher education has been evaluated according to The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) developed and reported by European Association for Quality Assurance in Higher Education. Attainment of the quality standards of European Higher Education Area (EHEA) enforced by Bologna Process requires changing and improving the teaching/learning content and methods.

Concerning the key objectives of transparency, mobility and comparability of higher education institutions, it is indispensable to determine the teaching content and practices, agreed standards/objectives and learning outcomes for constructing the valid assessment methods to measure the degree of quality of teaching programs. The shift from teaching paradigm to learning paradigm for ensuring the educational quality requires transformation or adaptation of the teaching methods. This means that assessment tasks and practices have to be transformed into teaching /learning tasks and practices.

The purpose of this study is to discuss the ways to convert the assessment tasks and practices into teaching /learning tasks and practices through examples to meet the requirements of educational quality, outlined above, concerning the educational restructuring process. The main purpose of the study is going to be supported by discussing how the process-oriented, performance-based –valid- assessment techniques/tasks are identified, adapted or designed with the help of examples to equip university students with knowledge, skills and competencies defined in accordance with established objectives and criteria associated with a scientific field.  

Key Words: Teaching Paradigm, Learning Paradigm, Assessment/Learning Tasks and TechniqueS