Firdissa J Aga
Institute of Educational Research, Addis Ababa University, Ethiopi, Addis Ababa, Gulelle 150071, Ethiopia
*Authors to whom correspondence should be addressed.
Received: 2021-4-23 / Accepted: 2021-12-7 / Published: 2021-12-16
DOI: https://doi.org/10.37906/real.2021.6
Abstract This study examined learning assessment practices in universities taking one Academic Unit in Addis Ababa University (AAU), Ethiopian as a case. A qualitative approach was employed to generate data from 20 instructors who were attending a capacity building training at the Academic Unit. Supplementary data were secured by reviewing literatures and guidelines. The results have shown that students’ mastery of the learning outcomes (LOs), and achievement of the criterion-referenced assessment requirements were not to the required level. As a result, there were practices of manipulations and invalid subversions of marks bay raising scores without changing the phenomena and without enhancing learning and behavioral change to learners. Moreover, there were no modules designed around competencies with explicit, measurable, and transferable LOs to be assessed. Consequently, the quests and expeditions inherent within the criterion-referenced assessment guidelines were unmet - resulting in matchless upheavals. It has, therefore, been recommended that conscious efforts should be made to make alignments and /or linkages among the salient elements that enhance students’ learning with understanding.
Research Areas: Assessment
Keywords: Learning, Modules, Assesement
