Universal Journal of Educational Research Vol. 6(12), pp. 2789 - 2806
DOI: 10.13189/ujer.2018.061213
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The Implementations and Challenges of Assessment Practices for Students' Learning in Public Selected Universities, Ethiopia


Birhanu Moges *
Department of Psychology, College of Education and Behavioral Sciences, Arsi University, Ethiopia

ABSTRACT

This study explored the instructors' practices of assessing students for learning in selected Ethiopian higher education institutions. Mixed method approach was employed in collecting data from 80(55 males & 25 females) instructors. Stratified and purposive sampling was used. Questionnaire, semi-structured interview, and observation were used as instruments for collecting data. For analysis frequency, percentage, mean, standard deviation, and one-sample t-test were used. The results showed that the practices of assessment for learning were very low. Most instructors were administered test items, homework, assignment and class work, but they did not integrate other assessment methods for learning. Those challenges are found lack of resources, large class size, shortage of instructional time, inadequate support, lack of instructional materials, instructors' negative perception, lack of knowledge and skill in assessment, and large content of courses as major factors for proper implementation of assessment for quality learning. It was concluded that instructors should pay attention to the assessment of students learning and further study need to be conducted for identifying why they were paying less attention to student assessment than lecturers. Specifically, comprehensive and relevant assessment trainings should be given for instructors on a regular basis to integrate assessment with daily instruction to improve students' learning.

KEYWORDS
Assessment, Challenges, Instructor, Students' Learning, University

Cite this paper
Birhanu Moges . "The Implementations and Challenges of Assessment Practices for Students' Learning in Public Selected Universities, Ethiopia." Universal Journal of Educational Research 6.12 (2018) 2789 - 2806. doi: 10.13189/ujer.2018.061213.