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Askalemariam Adamu
Practice of Balanced Assessment System: A Path to Success in Debre Markos University, Ethiopia
Askalemariam Adamu Dessie 1 and Muluye Getie Ayaneh 2
Abstract: The purpose of this research is to examine the nature of assessment practices in Debre Markos University. Thus, descriptive research design was employed to address the issue under investigation. Data were collected from 224 students using questionnaires. Moreover, assessment records, exam papers, and assignments were used. To analyze the data, frequency, percentage, Kruskal-Wallis test and document analysis were used. The findings indicated that most teachers used limited varieties of assessment methods and most of them are applied for summative purposes. Formative assessment is undervalued as a way of improving students' learning by finding gaps in their learning and recommending a plan of future action. Higher order thinking, practical skills, and affective domains are ignored in favor of determining the lower level of cognitive domains. Generally, the practice of balancing the purpose of the assessment system across colleges/institutes/schools is low. Teachers should be given training on how to apply assessment and the value of feedback in order to achieve the desired results
Keywords: Balanced assessment, formative assessment, summative assessment, learning domains, feedback
