Perception of Distance Education Students of their Involvement in Assessment Decisions in Ghana
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Abstract
Students’ involvement in assessment decisions is considered as a critical to effective teaching and learning. This study examined students’ perception of their involvement in assessment decisions in the University of Cape Coast Distance Education. The study employed a cross-sectional survey design with a quantitative approach. Through multi-stage sampling technique, 618 distance education students were sampled from centres in three regions in Ghana. The study adapted a scale from Fisher et al. (2005) with 9-items which were measured on 4-point Likert scale. It was found that students were clear about the assessment types being used and details were given on how assessment tasks are scored. It was found that how each assessment type was used was explained to students. Although students reported that they received feedback from assessment, it was stated that the feedback was not quick. It was recommended that management of College of Distance Education should provide prompt feedback for students concerning their assessment.
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QUANSAH , F., ANKOMA-SEY , V. R., & AHETO, S.- P. K. (2017). Perception of Distance Education Students of their Involvement in Assessment Decisions in Ghana . Asian Journal of Distance Education, 12(1), 17-24. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/237
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References
Alkharusi, H. (2013). Canonical correlational models of students’ perceptions of assessment tasks, motivational orientations, and learning strategies. International Journal of Instruction, 6, 21-38. Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Classroom assessment: Teacher practices, student perceptions, and academic self-efficacy beliefs. Social Behaviour and Personality, 42(5), 835-856.
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Allen, M. J., & Yen, W. M. (2002). Introduction to measurement theory. Illinois: Waveland Press. Asghar, M. (2012). The lived experience of formative assessment practice in a British university. Journal of Further and Higher Education, 36(2), 205223. Boud, D., & Falchikov, N. (2005). Redesigning assessment for learning beyond higher education. Research and Development in Higher Education, 28, 34-41. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Upper secondary Bruneian science students’ perceptions of assessment. International Journal of Science Education, 29(10), 12611280. Falchikov, N. (2005). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. New York: NY: Routledge. Fernandes, S., Flores, M. A., & Lima, R. M. (2012). Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163-178. Fisher, D. L., Waldrip, B. G., & Dorman, J. (2005). Student perceptions of assessment: Development and validation of a questionnaire. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada. Flores, M. A., Simão, A. M. V., Barros, A., & Pereira, D. (2016) Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education, 40(9), 1523-1534. Gao, M. (2012). Classroom assessment in Mathematics: High school students’ perception. International Journal of Business and Social Science, 3(2), 63-68. Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31.
Goodrum, D., Hackling, M, & Rennie, L. (2001). The status and quality of teaching and learning in Australian schools. Canberra, Australia: Department of Education, Training and Youth Affairs. Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & Koranteng, F. Y. (2014). An investigation into authentic assessment practices of social studies teachers in the senior high schools (SHSs) in Ghana. American Journal of Social Sciences, 2(6), 166-172. Laird, T. F. N., & Garver, A. K. (2010). The effect of teaching general education courses on deep approaches to learning: How disciplinary context matters. Research in Higher Education, 51, 248–65. Meece, J. L., Herman, P., & McCombs, B. L. (2003). Relations of learner-centered teaching practices to adolescents’ achievement goals. International Journal of Educational Research, 39, 457-475. Nitko, J. A. (2001). Educational assessment of students. New Jersey: Prentice Hall. Quansah, F. (2018). Students’ perception of assessment practices in the University of Cape Coast. Unpublished masters’ thesis, University of Cape Coast, Ghana. Sharma, R. C., & Kawachi, P. (2012). Engaging Learners in the Digital Age through Self-Discovery Learning. In S. Hai-Jew (Ed.), Constructing SelfDiscovery Learning Spaces Online: Scaffolding and Decision Making Technologies (pp. 218-229). Hershey, PA: IGI Global. doi:10.4018/978-161350-320-1.ch012 Samuelowicz, K., & Bain, J. D. (2002). Identifying academics' orientations to assessment practice. Higher Education, 43(2), 173-201. Watering, G. V., Gijbels, D., Dochy, F., & Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645-658.
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Watering, G. V., Gijbels, D., Dochy, F., & Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645-658.
Wren, J., Sparrow, H., Northcote, M., & Sharp, S. (2009). Higher education students’ perceptions of effective assessment. The International Journal of Learning, 15(12), 11-23.
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Allen, M. J., & Yen, W. M. (2002). Introduction to measurement theory. Illinois: Waveland Press. Asghar, M. (2012). The lived experience of formative assessment practice in a British university. Journal of Further and Higher Education, 36(2), 205223. Boud, D., & Falchikov, N. (2005). Redesigning assessment for learning beyond higher education. Research and Development in Higher Education, 28, 34-41. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Upper secondary Bruneian science students’ perceptions of assessment. International Journal of Science Education, 29(10), 12611280. Falchikov, N. (2005). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. New York: NY: Routledge. Fernandes, S., Flores, M. A., & Lima, R. M. (2012). Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163-178. Fisher, D. L., Waldrip, B. G., & Dorman, J. (2005). Student perceptions of assessment: Development and validation of a questionnaire. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada. Flores, M. A., Simão, A. M. V., Barros, A., & Pereira, D. (2016) Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education, 40(9), 1523-1534. Gao, M. (2012). Classroom assessment in Mathematics: High school students’ perception. International Journal of Business and Social Science, 3(2), 63-68. Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31.
Goodrum, D., Hackling, M, & Rennie, L. (2001). The status and quality of teaching and learning in Australian schools. Canberra, Australia: Department of Education, Training and Youth Affairs. Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & Koranteng, F. Y. (2014). An investigation into authentic assessment practices of social studies teachers in the senior high schools (SHSs) in Ghana. American Journal of Social Sciences, 2(6), 166-172. Laird, T. F. N., & Garver, A. K. (2010). The effect of teaching general education courses on deep approaches to learning: How disciplinary context matters. Research in Higher Education, 51, 248–65. Meece, J. L., Herman, P., & McCombs, B. L. (2003). Relations of learner-centered teaching practices to adolescents’ achievement goals. International Journal of Educational Research, 39, 457-475. Nitko, J. A. (2001). Educational assessment of students. New Jersey: Prentice Hall. Quansah, F. (2018). Students’ perception of assessment practices in the University of Cape Coast. Unpublished masters’ thesis, University of Cape Coast, Ghana. Sharma, R. C., & Kawachi, P. (2012). Engaging Learners in the Digital Age through Self-Discovery Learning. In S. Hai-Jew (Ed.), Constructing SelfDiscovery Learning Spaces Online: Scaffolding and Decision Making Technologies (pp. 218-229). Hershey, PA: IGI Global. doi:10.4018/978-161350-320-1.ch012 Samuelowicz, K., & Bain, J. D. (2002). Identifying academics' orientations to assessment practice. Higher Education, 43(2), 173-201. Watering, G. V., Gijbels, D., Dochy, F., & Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645-658.
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QUANSAH, ANKOMA-SEY & AHETO
Watering, G. V., Gijbels, D., Dochy, F., & Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645-658.
Wren, J., Sparrow, H., Northcote, M., & Sharp, S. (2009). Higher education students’ perceptions of effective assessment. The International Journal of Learning, 15(12), 11-23.