Praxis of Assessment for Learning in Ethiopian Higher Education Institutions: The Case of Dire Dawa University


Praxis of Assessment for Learning in Ethiopian Higher Education Institutions: The Case of Dire Dawa University


Sintayehu Belay1, Ashenafi Tesfaye2

1Bahir Dar University and Dire Dawa University, Ethiopia.2Haramaya University and Dire Dawa University, Ethiopia.


American journal of educational research and reviews

Improving the quality of teaching and learning is an ultimate goal of continuous assessment (CA). This study attested that the perceived opportunities of continuous assessment for quality teaching and learning in Dire Dawa University, Ethiopia. To this study purpose survey research design was employed. A sample of 73 instructors and 289 students were involved in this study. The data collected through five-point Likert’s scale questionnaire was analyzed using SPSS 20 and one-sample t-test was used as data analysis method. The reliability of instruments was computed using Cronbach alpha and therefore, all instruments had presumably acceptable liability coefficients. The study found that the instructors and students have acknowledged the opportunities of CA to improve the quality of teaching and learning in HEIs. If CA is to fit for purpose the need to re-balance assessment for grading (summative assessment) and assessment for learning (formative assessment) and to design competency-based assessment rubric was recommended.


Keywords: Self-assessment; Formative assessment; Summative assessment; Assessment for learning

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How to cite this article:
Sintayehu Belay, Ashenafi Tesfaye.Praxis of Assessment for Learning in Ethiopian Higher Education Institutions: The Case of Dire Dawa University, Ethiopia. American Journal of Educational Research and Reviews, 2020,5:65.


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