Assessment for Learning: Faculty of Education Practices

Aso Sherko, Lydya and Ulker, Venera (2023) Assessment for Learning: Faculty of Education Practices. International Journal of Social Sciences & Educational Studies. ISSN 2520-0968

Text (Research Article) Assessment-for-Learning-Faculty-of-Education-Practices.pdf - Published Version Download (732kB)

Abstract

Universities, especially those in the Kurdish region, frequently struggle with student satisfaction with evaluation techniques. Problems that adversely affect students’ learning and experience include subjective evaluation, a mismatch between the goals of the course and the way they are assessed, and the pressure associated with taking traditional exams. Additionally, the education system is more teacher-centered than student-centered since learners do not receive constructive criticism from teachers on a regular basis and do not have enough opportunities to express their opinions during lectures. The solution that stands out is formative assessment, also known as assessment for learning. The purpose of this study was to investigate formative assessment’s advantages and students’ discontent with Kurdish colleges’ existing assessment practices. To collect data, a quantitative research approach was employed. Students at private and public universities were given access to an online survey. According to the study’s findings, students prefer a range of assessment methods, such as projects, observations, questions, pop quizzes, and written exams. Students additionally indicated that they wished to receive feedback from their teachers. These findings have implications for academic institutions and other education-related stakeholders, as they point to the necessity of using a range of evaluation techniques and giving students insightful feedback.

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