Th e purpose of this study is to determine the degree of instructor’ assessment practices in the realization of the learning-teaching process in its various stages, in the identification of expected outcomes and various other practices in the same context by taking student views into account. Th e study was undertaken with 243 students attending Abant İzzet Baysal University Department of Education in the 2008-2009 academic year. Th e questionnaire used as data collection tool in the study was developed by the researcher. Th e results collected by means of student views showed that the majority of the instructors did not completely accomplish the tasks that they were supposed to do at the beginning of or during the teaching process in the framework of assessment. Also, in a similar manner, it was determined that the tasks that were expected from the instructors in the framework of performance-based assessment were not fulfilled by the majority of the instructors. Th e study presents important information to decision makers who create policies related to assessment in educational institutions.

This study aimed to investigate the assessment practices and challenges encountered by instructors when evaluating students in the College of Sharia Sciences at Tripoli University. Qualitative methods, including the distribution of questionnaires to instructors, were employed in the research. The findings indicated that instructors utilized a variety of assessment methods, which were selected based on the educational context and the instructors' perspectives. Some instructors favored formative assessment methods, while others relied on summative approaches. However, certain obstacles were identified, such as student disengagement in assessment activities, language proficiency issues, and limited use of technology. Instructors provided recommendations to improve the assessment system, such as introducing new assessment techniques, integrating technology, and considering student feedback to address any deficiencies.

Assessment is indispensable component of curriculum practice. In systems of education, one of the prime considerations of administrators, teachers, and students alike are the outcomes of learning, what ability students can demonstrate because of increase in their knowledge and changes in understanding because of experiences in school or college. Concern for how learning takes place in higher learning institutes and how instruction and assessment affect the quality of learning is desirable, for students need to acquire knowledge and competencies that can be transferable in the work place. Therefore, educators need to think carefully about the quality of curriculum practice and learning assessment in higher education. Much of current teaching and assessment in higher learning institutes seems to induce passive, reproductive form of learning that is contrary to the aims of instructors themselves. Most of the time instructors emphasize on factual knowledge, bind students too firmly within currently acceptable theoretical framework, and do the same while assessing learning. To the contrary, transferable skills valued by employers such as problem solving, communication skills, and working effectively with others are highly essential. Educators are suggesting that instructors will be more effective if assessment is integral to teaching and how learning activities are structured. Performance assessment, portfolios, authentic assessment and student self and peer assessment together with feedback and comments have been advocated as procedures that align assessment with current constructivist theories of learning and teaching. For instance, teachers are responsible for providing feedback that students need in order to re-learn and refine learning goals. Hence, this article reviews, roles of assessment in operating and experiencing the curriculum, importance of continuous assessment for enhancement of student learning, and the roles of feedback and comments for curriculum practice and learning enhancement.

The purpose of the study was to analyze the assessment practice of Debre Markos University instructors as a function of training background and teaching experience with reference to final examinations. Furthermore, the study aimed at investigating the perception of students about the classroom assessment practices of their instructors and the perception of teachers on their classroom assessment practices. The subjects of the study were 280 students and 51 instructors from the five colleges. In addition to this 65 final exam papers were collected from the respective colleges. The instruments used for the study were document analysis (i.e., exam papers), and questionnaires. The data collected were analyzed using descriptive techniques and were tested through t-test and one-way ANOVA. The result suggested that there was significant difference in including the general information's of test construction principles, writing good multiple choice and short answer items as a function of training background. It was also observed that significant difference was observed in including the general information's of test construction principles and writing good short answer items as a function of teaching experience. Significant mean difference was not observed on the perception of instructors on the assessment practices. However, significant difference was observed in the perception of students about the assessment practice of instructors across different colleges. On the basis of the findings, conclusions were drawn.

This literature based paper provides an understanding of the various forms of assessments conducted at higher education institutions. The paper highlights what assessment is and its purpose before moving into the specific of what each type and purpose of assessment is. The paper discourses on the three main assessment types, which are; diagnostic, formative and summative assessment vis a vis types, implementation, effectiveness and quality. Formative assessment has been dealt with in-depth as the most critical form of assessment in higher education. This paper acknowledges that the main types of assessment (diagnostic, formative and summative) should be maintained at higher education institutions though variations or innovations can occur within the same constructs to enable effective teaching, learning and positive feedback on the learner, the teacher and the systems or processes. The paper concludes and recommends that diagnostic, formative and summative assessment modes all be used in their various types in higher education institutions and could come in the form of individual, group or class work/ tasks; in the form of written, oral, practical, problem based, performance or work placement; where group or class work/ tasks enhances the skills of working and accomplishing together as a team.

In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self...

Evaluation is an educational program that aims to measure all three areas of cognitive, affective and psychomotor learning. To reach a final conclusion, process as well as product is evaluated. The evaluation results are always expressed in terms of the person being evaluated as per behavioral changes. Formative assessment is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback for both student and teacher that focus on the details of content and performance. Summative evaluation refers to the assessment of participants where the focus is on the outcome of a program. Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period typically at the end of a project, unit, course, semester, program, or school year. The purpose of this paper is to highlight the effect of formative and summative techniques of evaluation on the behavior of students on one hand, also testifies the teaching of the teacher on the other. The present paper has been written keeping in mind our evaluation system. This paper can be used to know the strengths and weaknesses of our evaluation system and to take measures for further improvement.

Purpose of the Study: The purpose of this study was to get an understanding of the MBBS students' perception and experience about their formative and summative assessment. Since the implementation of integrated curriculum students need to adopt deep learning approach contrary to traditional learning. We were interested to explore what approach our students take towards the preparation of their exam. We were also interested to get their views about formative and summative assessment currently being undertaken in our medical college. Objectives of the Study: To collect data using a Pre-validated questionnaire and then analyze it, regarding: a) Students study efforts towards passing the exam. b) Students' perception about the importance of formative assessment held in our college. c) Students experience and their views about conduction of summative assessment. Study Design: A quantitative cross-sectional analytical study. Place and Duration of Study: The Study was conducted fro...