Classroom Assessment Tools and Practices in Higher Education: Impact on Student Learning

Carlo T. Nabo


Classroom assessment at all levels of education plays a crucial role in the quality of student learning. In higher education, how students are assessed in class influences their performance and success in school. This study explored the classroom assessments practices used by college teachers and how these affected student learning. Variations in the practices were measured according to gender, type of appointment, academic rank, length of service, and educational attainment. The same variables were also treated in terms of the different types of assessment and impact on student learning. Using a descriptive-quantitative design, data was obtained using a researcher-made questionnaire-checklist administered to 101 faculty members using random sampling taken from a population of 503. Statistical tests used were t-test, one-way ANOVA and Pearson correlation. Findings showed that authentic assessment tools are already used to supplement traditional tools. Most used traditional tools are multiple choice, identification and problem solving while top authentic tools are performance task, oral recitation, and rating scale. Faculty members did not vary in their use of traditional assessment tools in terms of gender, type of appointment, academic rank, length of service and educational attainment. However, female faculty members were more inclined to use authentic assessment tools and assessment as thinking aside from summative and formative while faculty with advanced degrees preferred to use formative. Highest impact on student learning was noted from the use of authentic assessment tools which strongly correlated with summative, formative and assessment as learning. Hence, the use of authentic assessment in higher education may be institutionalized and standardized in the curriculum to promote student achievement.

Keywords: Assessment, traditional, authentic, formative, summative, higher education

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