NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1150557
Record Type: Journal
Publication Date: 2017
Pages: 39
Abstractor: As Provided
ISSN: ISSN-1675-8110
An Observation of Classroom Assessment Practices among Lecturers in Selected Malaysian Higher Learning Institutions
Singh, Charanjit Kaur Swaran; Lebar, Othman; Kepol, Napisah; Rahman, Rafiah Abdul; Mukhtar, Kurotol Aini Muhammad
Malaysian Journal of Learning and Instruction, v14 n1 p23-61 2017
Purpose: The study was aimed at exploring and analysing the current assessment practices of lecturers in selected Malaysian higher learning institution classrooms. The focus was the different modes of assessment used in the classroom and to make recommendations on using a variety of assessment modes that would be well-aligned with the intended learning outcomes. Methodology: A qualitative approach using a descriptive case study design was employed in developing the study. Subjects of the study were selected based on a voluntary basis and 15 lecturers teaching in eight programmes from two higher learning institutions participated in the study. Classroom observation was the main method of data collection, while data analysis employed thematic analysis. Each lecturer was observed twice. Three instruments were used in data collection, namely: pre-observation form, observation form and video recordings. The data was analysed through the open-coding process. The notes in the observation forms were compiled and reviewed to identify themes. Findings: The findings revealed that the current assessment practices of the lecturers included several modes of assessment, with oral questioning and peer assessment modes being used more frequently than others. The feedback modes employed were also varied with giving comments and correcting student answers or errors as the most common modes. The results provided evidence that besides teacher assessment, peer assessment was found to be another form of assessment favoured by the lecturers during the teaching and learning process. It was used to assess student presentations, to correct peer errors, and to give feedback. Significance: The findings were used to guide decisions on the need for assessment training for lecturers, educators and curriculum developers regarding the types of assessment modes for incorporation in teaching and learning, and also the need for assessment training that would provide lecturers with the knowledge and confidence to use a variety of assessment modes.
Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia
Grant or Contract Numbers: N/A