Cover Image

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...

Full description

Saved in:
Bibliographic Details
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/49307/1/49307_IIUM_Journal_of_Educational_Studies_MatovuZubairi_2015.pdf
http://irep.iium.edu.my/49307/
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.iium.irep.49307
record_format dspace
spelling my.iium.irep.493072021-06-29T05:17:38Z 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/49307/1/49307_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
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
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/49307/1/49307_IIUM_Journal_of_Educational_Studies_MatovuZubairi_2015.pdf
http://irep.iium.edu.my/49307/
_version_ 1703960158589157376
score 13.211869

Similar Items