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Assessment is indispensable component of curriculum practice. In systems of education, one of the prime considerations of administrators, teachers, and students alike are the outcomes of learning, what ability students can demonstrate because of increase in their knowledge and changes in understanding because of experiences in school or college. Concern for how learning takes place in higher learning institutes and how instruction and assessment affect the quality of learning is desirable, for students need to acquire knowledge and competencies that can be transferable in the work place. Therefore, educators need to think carefully about the quality of curriculum practice and learning assessment in higher education. Much of current teaching and assessment in higher learning institutes seems to induce passive, reproductive form of learning that is contrary to the aims of instructors themselves. Most of the time instructors emphasize on factual knowledge, bind students too firmly within currently acceptable theoretical framework, and do the same while assessing learning. To the contrary, transferable skills valued by employers such as problem solving, communication skills, and working effectively with others are highly essential. Educators are suggesting that instructors will be more effective if assessment is integral to teaching and how learning activities are structured. Performance assessment, portfolios, authentic assessment and student self and peer assessment together with feedback and comments have been advocated as procedures that align assessment with current constructivist theories of learning and teaching. For instance, teachers are responsible for providing feedback that students need in order to re-learn and refine learning goals. Hence, this article reviews, roles of assessment in operating and experiencing the curriculum, importance of continuous assessment for enhancement of student learning, and the roles of feedback and comments for curriculum practice and learning enhancement.
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Journal of Medicine
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IJORER : International Journal of Recent Educational Research
Objective: The assessment approach is crucial to achieving learning outcomes. Contonuous-Assessment (CA) is one alternative assessment that can be used to increase various skills. This preliminary study aims to: (1) formulate CA and project-based assessment in higher education; (2) describe the lecturer's and students' perception of CA in the postgraduate program; (3) map course assignments within the framework of CA at the postgraduate level. Method: Data was collected through Forum Group Discussions (FGDs) and questionnaires. Data were analyzed both qualitatively and quantitatively. Results: The results show that the conceptual study of the CA should pay attention to the purposes, improve the learning process, involve students fully and purposefully in their learning, and explore the factors that influence the learning process. The design of CA is realized as demand mapping for each course in the form of products or small projects as part of the stages for completing a .
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This paper examines the status of the implementation of continuous assessment (CA) in Mettu University. A random stratified sampling method was used to select 309 students and 29 instructors and purposive method used to select quality assurance and faculty Deans. Questionnaires, focus group discussion, interview and documents were used for data collection. Quantitative data were analyzed in terms of descriptive statistics whereas qualitative data qualitatively. The finding of the study reviled that; instructors considered it as continuous testing, students perceived it as a method of assessment used to increase their academic result. The major challenges were: lack of clear manuals and guidelines, lack of continuous and adequate training, awareness and skills on the part of instructors, large class size, lack of infrastructure and instructional materials, poor communication of staff with concerned bodies. Based on the results recommendations were forwarded. Introduction Assessment is the process of making judgments about a student's performance on a particular task (Harlan, 1994). Arends (1997) also defined assessment as the full range of information gathered and synthesized by teachers for making decisions about their students. According to Gipps, C. V. (1994) it is a wide range of methods for evaluating pupil performance and attainment including formal testing and examinations, practical and oral assessment, classroom‐based assessment carried out by teachers and portfolios. These definitions suggest that Educational assessment is a broad term that includes many procedures used to obtain information about student achievement and learning progress. As correctly pointed out by Cone and Foster (1991), good measurement resulting in accurate data is the foundation of sound decision making. According to them there is little doubt among educational practitioners about the special value of assessment as a basic condition for effective learning. This is because of the fact that traditional ways of testing can only deal with a fraction of what some body want to evaluate. Therefore, (Alausa, 2004) indicated the major problems of assessment of learners have been in the approaches or methods of assessment. To solve these problems experts and educational policy makers' come up with the concept of continuous assessment (CA). Many educational systems all over the world have adopted this approach in assessing learners' achievement in many subject areas. This is because CA approaches can help to rectify the problem of mismatches between tests and classroom activities. According to Bolyard (2003) CA is a strategy used by teachers to support the attainment of goals and skills by learners over a period of time. It occurs as part of the daily interaction between teachers and
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