Author: Jarek Janio
Institution: Santa Ana College, USA
ORCID: https://orcid.org/0000-0002-8672-5621
Author: Aleksander Cywiński
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0002-3945-9607
Author: Lidia Marek
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0002-8705-2510
Author: Krzysztof Łuszczek
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0003-1862-5028
Author: Elzbieta Perzycka
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0002-7829-3806
Author: Eunika Baron-Polańczyk
Institution: University of Zielona Góra
ORCID: https://orcid.org/0000-0002-8163-5491
Author: Waldemar Lib
Institution: University of Rzeszów
ORCID: https://orcid.org/0000-0002-4559-9198
Author: Wojciech Walat
Institution: University of Rzeszów
ORCID: https://orcid.org/0000-0002-3158-1923
Author: Tomasz Warzocha
Institution: University of Rzeszów
ORCID: https://orcid.org/0000-0001-8393-3989
Year of publication: 2022
Source: Show
Pages: 91-101
DOI Address: https://doi.org/10.15804/tner.22.67.1.07
PDF: tner/202201/tner6707.pdf

For decades, critics of higher education have been asserting that competencies students can demonstrate upon course completion are much better predictors of what students know and can do than time spent in courses or grades. However, assessment of student learning has not been adopted by faculty and their leaders, and the effort is normally addressed as a bureaucratic demand. The objective was to identify topics that could help shape the discourse regarding the assessment of student learning. The study revealed that the universities in Poland are ready to ensure graduating students competencies demanded by the contemporary world.

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