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Article Title:
IMPROVING TEACHER-LEARNER ASSESSMENT THEORY AND TECHNIQUES IN HIGHER EDUCATION: CASES OF MAKERERE, KYAMBOGO AND UGANDA MARTYRS UNIVERSITIES OF UGANDA
| Abstract: One of the most important aspects in Higher Education (HE) is assessing learners in order to ascertain their levels of achievements. This study on Improving Teacher-Learner Assessment Theory and Techniques in HE: the Case of Makerere, Kyambogo and Uganda Martyrs Universities of Uganda shows the meaning of assessment, techniques and the need to assess holistically the educational domains in order to attain reliable and valid results. The researcher used both qualitative and quantitative approaches of research with case study as the research design where 200 respondents (students and lecturers) from Makerere, Kyambogo and Uganda Martyrs Universities of Uganda were contacted. The study reveals the common methods of assessment used by lecturers as examinations, tests, course works, research projects, class attendance and presentations which were largely rated good because they were examination oriented with its merits not withstanding weakness particularly of assessing majorly the cognitive domain. The study concludes that holistic assessment is vital for producing right graduates and therefore recommends that continuous and final assessment should reflect the taxonomy of education (cognitive, affective and psychomotor) with 50% as pass mark for all before a learner is pronounced to have passed. |
| Keywords: assessment techniques; educational domains; higher education; uganda |
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