Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

Abstract

This is a quantitative study regarding the concept on assessment practices in higher institutions of learning as perceived by BA ISAGO undergraduate students. A questionnaire was developed on the concept regarding assessment practices on a four likert scale and administered to a convenience random sample of 400 undergraduate students at BA ISAGO University in Botswana. Out of which 365 undergraduate students studying varying degree programmes responded to the questionnaire and their responses were coded, analysed using exploratory factor analytic method (available on the SPSS computer package). SPSS software produced the descriptive statistics (means and standard deviations) and factor analysis. The Principal factor with iteration was employed and varimax rotation method was also used to extract the perceived constructs on the concept on assessment practices at institutions of higher education. Seven constructs with eigen values greater than one, emerged from the factor analysis. Results revealed seven (7) main concept on assessment practices were perceived by BA ISAGO University undergraduate students. The seven main constructs were to: determine students’ higher level of thinking/ cognitive abilities; provide constructive feedback for effective students’ learning outcomes; allow for students’ self-reflection and peer assessment of learning outcomes; use of different alternative modes of assessing learning outcomes; maintain quality assurance processes in form of assessment criteria; modify learning outcomes using formal and informal assessment procedures; identify students prior knowledge before beginning instruction. The study further determined if gender and faculty of study of students have significant influence on students’ perceived concept on assessment practices at higher education. It was found that gender and faculty of study had significant influence on students’ perceptions with regards to some assessment practices All these perceived assessment practices by the undergraduates would inform institutions of higher education on how to appraise undergraduate students’ cognitive abilities.