Practices of Assessing Graduate Students' Learning Outcomes in Selected Ethiopian Higher Education Institutions <Article>
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The study explored the practices of assessing graduate students' learning outcomes by instructors of higher education institutions (HEIs) in Ethiopia. Survey method was employed in collecting data from 131 instructors, which were selected with stratified sampling. Questionnaire and interview were used as instruments for collecting data on the instructors' practices of types and frequency of using assessment strategies, types of test items in practice and use of assessment for improving learning. The data from these three variables were analyzed in terms of demographic factors: bands or fi elds of study, instructors' academic rank and experience in teaching in HEIs. The results showed that there were no signifi cant differences among instructors from different bands or field of study in the type and frequent use of assessment strategies, in their practice of different types of tests items and use of assessment results for improving learning. Also no significant mean differences were observed in teaching experiences in HEIs. However, significant differences were observed among the mean scores of the above three variables by academic rank with better use of assessment strategies, different types of test items by lecturers than professors and associate professors. It was concluded that professors and associate professors should pay attention to the assessment of students learning and further study need to be conducted for identifying why professors and associate professors were paying less attention to student assessment than lecturers.
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