Perceptions and practices of classroom assessment among university lecturers
Keywords:
Assessment, Perceptions of assessment, Assessment practices, Formative assessmentAbstract
Teachers’ perceptions of classroom assessment influence instructional decisions, feedback practices, and students’ learning experiences in higher education. This mixed-methods study explored university lecturers’ perceptions and practices of classroom assessment. Twenty-two lecturers completed a 33-item questionnaire, and five participated in semi-structured interviews. The findings showed that lecturers viewed assessment mainly as a tool for improving student learning and identifying students’ strengths and weaknesses. They valued formative assessment, timely feedback, and continuous monitoring of learning progress. However, large class sizes, heavy workloads, and limited time constrained the use of formative assessment practices. Most respondents (82%) reported designing assessments to measure higher-order thinking skills, including analysis, synthesis, and creation. Common assessment forms included written assignments and quizzes (86%), while alternative assessments such as reflective journals (54%) and project-based assessment (50%) were also used. The findings highlight the need for sustained professional development and institutional support to promote authentic, learner-centered assessment practices in universities.
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