Learners’ perceptions of assessment strategies in higher education

Abstract

The study sought to establish learner perceptions about assessment strategies in higher education. This was against the backdrop of an emerging trend in the field of assessment that has resulted in different perceptions of learners with respect of their effectiveness in higher education learning. The study in particular endeavored to determine the perceptions of learners in relation to formative and summative assessment, as predominantly adopted assessment strategies in higher education. Forty six learners doing research methods were conveniently chosen to represent the target population and were served with self-administered questionnaires. The instrument used enabled the researcher to obtain quality data as respondents were given ample time to complete the questionnaire with limited pressure. The results were indicative of the fact that learners perceived formative assessment as a critical ingredient for effective learning in higher education. Formative assessment methods such as group presentations and other forms of collaborative learning were also perceived to be critical in higher education learning. Respondents also indicated that they perceived summative assessment as playing an augmenting role. Thus the two assessment approaches are perceived to be strategically important in enhancing effective learning in higher education.