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Student empowerment through instructors’ assessment practices at a university in Ethiopia

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dc.contributor.advisor Marais, Petro Abatihun Alehegn Sewagegn 2016-06-08T13:19:57Z 2016-06-08T13:19:57Z 2016-01
dc.identifier.citation Abatihun Alehegn Sewagegn (2016) Student empowerment through instructors’ assessment practices at a university in Ethiopia, University of South Africa, Pretoria, <> en
dc.description.abstract In developing countries like Ethiopia, education is considered to be a means of development and a stepping stone toward the eradication of poverty. Effective education requires effective teaching, learning and assessment strategies, which, in turn, necessitate the use of effective pedagogical and psychological approaches to meet the demands of a new generation of learners. Effective education becomes possible when learners are properly assessed and empowered via various appropriate assessment techniques. Therefore, the main aim of this study was to investigate how instructors’ assessment practices at a university in Ethiopia influence/enhance student empowerment. In order to achieve this aim, I used a convergent parallel/triangulation mixed-method research design, which allowed me to collect both quantitative and qualitative data simultaneously. Instructors and students from the six colleges of Debre Markos University were the participants of the study. I employed questionnaires and interviews as a data-collection instrument. From a total of 5944 students and 450 instructors, 600 students and 210 instructors were selected, via probability sampling techniques, to complete questionnaires. Six department heads and six instructors were chosen, via non-probability sampling techniques, for the interviews. Before collecting the main data, a pilot study was conducted. The quantitative data were analysed using descriptive and inferential statistics. Moreover, the qualitative data were analysed according to themes and word descriptions. The results of the study indicate significant variations between the perceptions of students and those of instructors, across different colleges, with regard to the practice of assessment. In addition, instructors’ teaching experience, training backgrounds, and levels of education were found to influence their assessment practice to some extent. The qualitative data indicate that students face various problems in the assessment process. Most instructors are very much dependent upon written assessment methods. Moreover, instructors face challenges (such as large class sizes, time shortages, high workloads, poor student-achievement levels, insufficient resources, lack of awareness of different assessment methods, lack of commitment, and negative belief) in the attempts to employ different assessment methods. Finally, the study revealed that empowering students in their study areas is simply untenable if instructors continue to utilise their current assessment practices. Therefore, this study contributes to a large body of literature that acknowledges the contribution of effective assessment in empowerment of students in a more effective and educationally responsive manner. At the end, the study presents important information to decision makers who create policies related to assessment in higher learning institutions. en
dc.format.extent 1 online resource (xiv, 281 leaves) : illustrations en
dc.language.iso en en
dc.subject Student empowerment en
dc.subject Assessment en
dc.subject Instructors assessment practice en
dc.subject Perception of assessment en
dc.subject Problems in assessment en
dc.subject Assessment methods en
dc.subject Educational qualification en
dc.subject Training background en
dc.subject Teaching experience en
dc.subject.ddc 378.16609634
dc.subject.lcsh Debre Markos University en
dc.subject.lcsh College students -- Rating of -- Ethiopia -- Debre Mark’os -- Case studies en
dc.subject.lcsh Educational evaluation -- Ethiopia -- Debre Mark’os -- Case studies en
dc.title Student empowerment through instructors’ assessment practices at a university in Ethiopia en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en D. Ed. (Didactics and Curriculum Studies)

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