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Hurdles to Learning Assessment Quality: Their Detrimental Effects on Student Learning

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Title: Hurdles to Learning Assessment Quality: Their Detrimental Effects on Student Learning
Language: English
Authors: Firdissa J. Aga (ORCID 0000-0001-6602-9541)
Source: Intersection: A Journal at the Intersection of Assessment and Learning. 2024 5(2):48-68.
Availability: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Faculty, College Students, Test Construction, Test Content, Test Reliability, Test Validity, Testing Problems, Error of Measurement, Quality Control, Learning, Academic Achievement, Ethics, Feedback (Response)
Geographic Terms: Ethiopia
ISSN: 2688-7207
Abstract: The study investigated hurdles to the quality of student learning assessment by examining issues related to assessment procedures and practices, learners and learning, learning resources and test constructs, and test admin and feedback. Quantitative and qualitative data were collected from two Ethiopian universities using two types of questionnaires. The results have shown that learning assessment practices and procedures were inundated with a number of hurdles. Among them were academic dishonesty, a dearth of giving timely feedback, assessment procedures' failure to direct learners to higher-order learning outcomes, test construct underrepresentation and irrelevance, and learners' temptation to work for good grades rather than for acquiring the required competencies. These were the major hurdles that had detrimental effects on student learning at the universities. It has, therefore, been recommended that universities and their communities should ensure meaningful and useful assessment of student learning by putting in place effective and quality assessment that constitutes deep learning guided by effective feedback towards the achievement of learning outcomes (LOs).
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445374
Database: ERIC
FullText Text:
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  Data: Hurdles to Learning Assessment Quality: Their Detrimental Effects on Student Learning
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  Data: <searchLink fieldCode="AR" term="%22Firdissa+J%2E+Aga%22">Firdissa J. Aga</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6602-9541">0000-0001-6602-9541</externalLink>)
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  Data: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Content%22">Test Content</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Error+of+Measurement%22">Error of Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+Control%22">Quality Control</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Label: Abstract
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  Data: The study investigated hurdles to the quality of student learning assessment by examining issues related to assessment procedures and practices, learners and learning, learning resources and test constructs, and test admin and feedback. Quantitative and qualitative data were collected from two Ethiopian universities using two types of questionnaires. The results have shown that learning assessment practices and procedures were inundated with a number of hurdles. Among them were academic dishonesty, a dearth of giving timely feedback, assessment procedures' failure to direct learners to higher-order learning outcomes, test construct underrepresentation and irrelevance, and learners' temptation to work for good grades rather than for acquiring the required competencies. These were the major hurdles that had detrimental effects on student learning at the universities. It has, therefore, been recommended that universities and their communities should ensure meaningful and useful assessment of student learning by putting in place effective and quality assessment that constitutes deep learning guided by effective feedback towards the achievement of learning outcomes (LOs).
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 48
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Test Construction
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      – SubjectFull: Test Content
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      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Testing Problems
        Type: general
      – SubjectFull: Error of Measurement
        Type: general
      – SubjectFull: Quality Control
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Ethiopia
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      – TitleFull: Hurdles to Learning Assessment Quality: Their Detrimental Effects on Student Learning
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              Y: 2024
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