Culture(s) of assessment in higher education: A case study

Date

2024-7

Author

Saygı, Şükran

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This study aimed to investigate the assessment culture(s) of the Faculty of Education at Middle East Technical University (METU). To this end, the study was conducted following a qualitative case study design. Semi-structured online interviews were conducted with four department (vice) heads, 19 academic staff members, and 37 students. In addition, assessment related information available in the public METU’s public and password-protected spaces was scanned. For triangulation purposes, data regarding the assessment types used, the students’ views on the impact of assessment on learning, and the use of university resources for assessment purposes were collected through a questionnaire. Through the interviews and the questionnaire, the impact of Covid-19 on assessment practices were also investigated. The study revealed that the most prevalent culture in the Faculty of Education is a culture of student learning, which indicates assessment informs instruction and it is done to facilitate learning. A less prevalent culture was found to be a culture of compliance, which indicates the academic staff members comply with the requirements of the Council of Higher Education, the President’s Office, and the Ministry of Education, though they have freedom to make assessment decisions. This study also identified a culture of limited assessment communication, which means the communication among the faculty around assessment issues was limited to the staff members who teach the same course. Finally, it has been determined students have a low level of trust in shared-assessment. This means that students do not find the assessments done by themselves and their peers reliable.

Subject Keywords

Assessment, Assessment culture, Assessment beliefs, Covid-19

URI

https://hdl.handle.net/11511/110121

Collections

Graduate School of Social Sciences, Thesis