Student Assessment Practices at University Level: Comparing the Perspective of Teachers and Learners
Keywords:Classroom Assessment Techniques (CATs), Assessment, Examination, CATS
Student assessment provides feedback to teachers and students for the improvement of the teaching-learning process. The study involved exploring and comparing the perspectives of teachers and students about assessment practices at the university level. The concurrent mixed-methods research design was employed. The data were collected from university students through a five-point scale, and from university teachers through a five-point scale and semi-structured interviews. The quantitative data were analyzed through mean, standard deviation, and Mann-Whitney U-test. The qualitative data were analyzed through constant comparison analysis. The results of the study stated that teachers of private universities were using more variety of techniques to assess the students’ performance. The mean responses of teachers regarding ‘purpose of assessment’, ‘assessment criteria and guidance’, and ‘authentic assessment and feedback’ were higher than their students indicating that their perceptions were yet to be realized. The study recommended the use of performance assessment techniques to enhance the effectiveness of assessment data for the teaching-learning process.
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