اتجاهات طلبة كلية أكاديمية نحو طرق التقويم المستخدمة والمُفضلة وارتباطها بالتحصيل العلمي

Abstract

This study aimed to investigate the types and methods of assessment practiced by college lecturers, from the perspectives of students. A questionnaire was constructed to measure the degree of usage, distributed to a sample of 300 female students. The results of the study showed that the degrees of students' responses to the summative assessment methods (based on exams and final works) were high, compared with formative and alternative methods usage. The results also showed no significant differences in attitudes due to personal and educational variables. The study showed differences between the responses of the students towards using of assessment's methods as well. Finally, the results demonstrated that the perceived achievement in exams is not associated to the method of assessment itself, compared to those obtained via implementation of alternative tasks. The study concluded the essential comprehensive assessment's culture, which carries with it various types and methods. The study gave a number of recommendations, including the necessity to build a systematic comprehensive assessment culture to promote the practice of formative and alternatives methods