An evaluation of formative assessment techniques employed at higher education institutions in Zimbabwe during the Covid-19 pandemic.
The study focused on evaluating the effectiveness of formative assessments at Higher Education Institutions in Zimbabwe during the covid-19 pandemic. A case study research design was employed, where one department at Midlands State University was selected for analysis. The research adopted a qual...
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| Main Authors: | , , , , |
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| Format: | research article |
| Language: | English |
| Published: |
Global Scientific Journals
2023
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| Subjects: | |
| Online Access: | https://cris.library.msu.ac.zw//handle/11408/5545 http://www.globalscientificjournal.com/researchpaper/An_evaluation_of_formative_assessment_techniques_employed_at_Higher_Education_Institutions_in_Zimbabwe_during_the_Covid_19_pandemic_.pdf |
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| Summary: | The study focused on evaluating the effectiveness of formative assessments at Higher
Education Institutions in Zimbabwe during the covid-19 pandemic. A case study research
design was employed, where one department at Midlands State University was selected for
analysis. The research adopted a qualitative research approach where interviews and focus
group discussions were conducted to collect primary data. The study sample included 120
final-year undergraduate students and 11 lecturers in the department of Risk and Insurance.
Thematic analysis of qualitative data revealed that the most common formative assessment
methods that were used during the covid-19 pandemic were online quizzes, group
work/presentations; work-related learning technology enhanced assessments, in-class tests,
and lastly dissertations. The study established that group work, in-class tests, and online
quizzes were the most effective formative assessment techniques employed during the
covid-19 pandemic. However, lack of technological resources, delay in providing
assessment feedback, and students' attitudes were the major challenges that affected the
effectiveness of the formative assessment. The study recommends the training of lecturers
and the use of informal methods of assessments. |
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