The relationship between assessment practices and students’ academic performances. a case of undergraduate students at the medical school of the University of Zambia, 2008-2016.
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Title
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The relationship between assessment practices and students’ academic performances. a case of undergraduate students at the medical school of the University of Zambia, 2008-2016.
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Description
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Journal Article
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Creator
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Daka, Harrison
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Date
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2021-02-02T12:48:48Z
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Date Available
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2021-02-02T12:48:48Z
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Date Issued
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2019-06-10
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Abstract
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Assessment is the systematic collection and
analysis of information to improve student
outcomes (Shute, 2008). Assessment takes a
variety of meanings within education. It refers
to the process an institution uses to grade
its students’ work. It is usually in the form of
some kind of standardised testing and is often
compulsory. Many schools in Zambia carry out
compulsory assessments usually monthly and
at the end of the term as part of the processes
of accountability. The reason for assessment
either termly, weekly or monthely; test or
mock examination is to improve institutional
practices. This study was aimed at analysing
classroom-based formative assessment that
may identify needs and in the process shape
teaching. Formative assessment contributes to
learning through providing feedback. The study
reviewed three primary schools in Lusaka. Both
quantitative and qualitative methodologies
were used. 90 Questionnaires were distributed
Journal of Lexicography and Terminology, Volume 3, No.1, Published 10 June, 2019
34
to teachers, to accord them a chance to analyse
their practices. In addition, in depth interviews
were conducted with 12 teachers from each of the
participating schools. Focus group discussions
were conducted with learners. The findings
demonstrated that in most cases where teachers
used assessment results to improve teaching and
learning, pupil performance greatly improved.
However, in other cases, it was found that
implementation of formative assessment was
difficult due to huge class size and also a lack
of educational materials. It was recommended
that funding be improved in schools to enhance
implementation of formative assessnment. In
addition, there is need to reduce teacher pupil
ratios in order to improve assessment processes.
Key Words: Formative Assessment, Learning
Achievement, Continous Assessment
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Identifier
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2517-9306
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Language
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en
en
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Type
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en
Article