2023/11/07 by Tolesa, Biratu
#benefits of assessment #conception #continuous assessment #students’ learning
paper · doi:10.20372/star.v8i1.05
In line with the introduction of a competency-based modular approach to teachin and learning in public universities in Ethiopia, continuous assessment (C.A.) as prime mode of assessing students’ learning achievement has been in place since 2013 The aim of this study was to analyse the conceptions of teachers and student concerning the practise of this assessment technique. To put this into effect, the stud employed a qualitative research methodology in which focus group discussions (FGD and interviews were used as primary data collection tools and document reviews a secondary data collection tools. Data were collected between February and Marc 2017 from thirty teachers, one Academic Quality, Testing, and Assessmen Directorate Director (the Director), and thirty-two undergraduate students in year I and above. The results of the study indicated that students across all programmes a the university were used to being assessed at least seven times for every course the took, and the types of assessments were found to be similar across all courses an programmes offered at the university. This practise was conceived by teachers as kind of one-size-fits-all practise that has been decided and imposed by the universit authorities. Teachers were also found to hold the view that, unlike the legislatio expected to guide their practise, they consider it an imposition from top officials, an the practise was not governed by the available policy. The study has also found tha students were overwhelmed by the number and frequency of assessments, which le them to be more grade seekers than knowledge and skill seekers. On top of that, th practise of providing feedback has also been found to be very minimal, and thus th whole assessment practise in the university was predominantly meant to serv evaluation and grading rather than the learning of students. Based on these findings it was concluded that the way C.A. was assumed to serve and implemented and th way it has been conceived by teachers and students have been found to be parallel and as a result, this practise has not been