このエントリーをはてなブックマークに追加
ID 36172
本文ファイル
著者
Chalchisa, Desalegn
NDC
教育
抄録(英)
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.
掲載誌名
国際教育協力論集
16巻
2号
開始ページ
157
終了ページ
180
出版年月日
2014-04
出版者
広島大学教育開発国際協力研究センター
ISSN
1344-2996
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2014 CICE Hiroshima University
部局名
教育開発国際協力研究センター
他の一覧