Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning

This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampli...

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Main Authors:	Matuvo, Musa, Zubairi, Ainol Madziah
Format:	Article
Language:	English
Published:	IIUM Press 2015
Subjects:	LB2300 Higher Education
Online Access:	http://irep.iium.edu.my/49307/ http://irep.iium.edu.my/49307/1/IIUM_Journal_of_Educational_Studies_MatovuZubairi_2015.pdf

id	iium-49307
recordtype	eprints
spelling	iium-493072016-07-15T08:04:21Z http://irep.iium.edu.my/49307/ Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning Matuvo, Musa Zubairi, Ainol Madziah LB2300 Higher Education This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students. IIUM Press 2015 Article PeerReviewed application/pdf en http://irep.iium.edu.my/49307/1/IIUM_Journal_of_Educational_Studies_MatovuZubairi_2015.pdf Matuvo, Musa and Zubairi, Ainol Madziah (2015) Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning. IIUM Journal of Educational Studies, 3 (2). pp. 75-112. ISSN 1675-8692 E-ISSN 2289-8085
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB2300 Higher Education
spellingShingle	LB2300 Higher Education Matuvo, Musa Zubairi, Ainol Madziah Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning
description	This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students.
format	Article
author	Matuvo, Musa Zubairi, Ainol Madziah
author_facet	Matuvo, Musa Zubairi, Ainol Madziah
author_sort	Matuvo, Musa
title	Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning
title_short	Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning
title_full	Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning
title_fullStr	Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning
title_full_unstemmed	Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning
title_sort	assessment practices in the developing world: predictors of assessment practices in ugandan institutions of higher learning
publisher	IIUM Press
publishDate	2015
url	http://irep.iium.edu.my/49307/ http://irep.iium.edu.my/49307/1/IIUM_Journal_of_Educational_Studies_MatovuZubairi_2015.pdf
first_indexed	2023-09-18T21:09:44Z
last_indexed	2023-09-18T21:09:44Z
_version_	1777411171979100160

Assessment practices in the developing world: predictors of assessment practices in Ugandan institutions of higher learning

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