FROM EXAMINATIONS TO ASSIGNMENTS: A SHIFT IN ASSESSING UNIVERSITY STUDENTSIN LIBYA

FROM EXAMINATIONS TO ASSIGNMENTS: A SHIFT IN ASSESSING UNIVERSITY STUDENTSIN LIBYA

M. Zagood, Mohammed Juma

The assessment of learners’ competence provides objective evidence necessary in the decision-making process in education.This is a key factor to decide the development and understanding of the students' learning. In most higher education institutions in Libya, the assessment process is usually done through written examinations: mid-term and final examinations. This means that students need to sit for exams two times per semester. In such a case, they have only one chance to pass depending on what they do in the two exams. According to this approach, there is no continuous evaluation done throughout the study period, which makes students less motivated to learn. Consequently, students would not pay much attention to their studies prior to the exams' time. They would only study in the day(s) before the exam, which might affect their results. Therefore, this paper is an attempt to propose an applicable approach for assessment throughout the whole term.This is because of the fact that "changing the assessment method is a way to influence the students' attitudes towards their studies" (Berglund et al, 1998). The approach suggested here would change the evaluation process from sitting for examinations to writing small research papers or assignments. Such assignments are supposed to be written in stages, which mean that students would be assessed continuously. The assignment writing is supposed to be followed and directed by the professor throughout the term.

Conference or Workshop Item
PeerReviewed

2014

3496