A Comparison of Perceptions of Assessment Practices in Higher Institutions between Academic Staff and Students: A Case Study of Federal College of Education, Yola
DOI:
https://doi.org/10.23918/ijsses.v10i3p179Keywords:
Academic Staff, Students, Assessment Practices, Perceptions, Standards-Based Approach, Higher Institutions, NigeriaAbstract
This research study aims to explore the assessment practices in higher education, with a particular focus on the Federal College of Education, Yola, and to investigate the perceptions of academic staff and students regarding these practices. The research is driven by two assumptions: (1) academic staff prioritize grading and formal accountability over students’ learning improvement, and (2) academic staff and students perceive the goals of assessment practices differently. This study employs a mixed-methods approach, utilizing survey questionnaires and semi-structured interviews with 12 academic staff members and 84 Professional Diploma in Education (PDE) students. The findings of the study reveal that academic staff and students view assessment practices as a formative tool. However, there were inconsistencies between their perceptions and actual practices, with academic staff not frequently employing self- and peer-assessment and feedback and students having similar experiences. Moreover, there were disparities in how academic staff and students viewed different aspects of assessment practices, including the use of assessments, variety of assessment activities, and feedback’s role in enhancing learning outcomes. The study’s findings support the hypothesis that academic staff and students perceive the purposes of assessment practices differently. Based on these findings, several recommendations are suggested, including establishing mechanisms to monitor and evaluate assessment practices, addressing the challenges of implementing effective assessment practices in large class sizes, and considering a standards-based approach to assessment. Furthermore, the study suggests exploring the effectiveness of self- and peer-assessment in larger classes and investigating how feedback can enhance student learning. Finally, the study proposes exploring the feasibility of implementing a standards-based approach to assessment in larger class sizes.
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