Browsing by Author "Zubairi, Ainol Madziah"

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    Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning
    (IIUM Journal of Educational Studies, 2015) Matovu, Musa; Zubairi, Ainol Madziah
    This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students.
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    Factors Influencing Assessment Practices among University Academic Staff: A Multiple Regression Analysis
    (Mevlana International Journal of Education (MIJE), 2014) Matovu, Musa; Zubairi, Ainol Madziah
    This study investigated the factors influencing assessment practices among academic staff in universities, in Uganda. Academic levels, type of the university, specialisation, class size, and assessment-based training were hypothesised as factors influencing the university academic staff’s assessment practices. A purely quantitative approach was adopted to collect and analyse data for this study. An Assessment Practice Inventory Modified scale was used to collect data from 321 university academic staff considering their categorisations. Using multiple regression analysis, out of the five predictors included in the model academic levels and assessment-based training were found to be significant predictors of the university academic staff’s assessment practices; (F [2, 310] = 46.331, p < .001). According to the results revealed in this study, it is recommended that universities should ensure that their academic staff rise in academic levels and also, they should provide them with assessment-based training to improve their competencies and skills in assessing students.
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    Self-perceived assessment competencies and practices among university lecturers
    (Journal of Applied Research in Higher Education, 2014) Matovu, Musa; Zubairi, Ainol Madziah
    The purpose of this paper is to analyse the lecturers’ self-perceived competencies and practices in assessing students. Design/methodology/approach – An Assessment Practices Inventory Modified was administered to a sample of 329 randomly selected lecturers from six universities in Uganda. Factor analysis and multivariate analysis of variance (MANOVA) were used to address the research questions. Findings – The results of factor analysis yielded a factor structure of four variables; design, administration, interpretation, and application. The MANOVA multivariate test results highlighted differences in assessment competencies and practices among lecturers in the different academic levels (Wilks’ l¼0.732, F(16, 313)¼5.624, po0.05, Z2¼0.075), and in the interaction between type of university, specialisations, and academic levels (Roy’s largest root¼0.073, F(8, 313)¼2.543, po0.05, Z2¼0.068). The Tukey HSD post hoc test results revealed that lecturers in the specialisation of education were different from their counterparts in other specialisations, in interpreting assessment results. Academic levels differences existed in all the dependent variables (design, administration, interpretation, and application). No differences existed in assessment competencies and practices between lecturers in the different types of universities. Originality/value – Lecturers have been found to differ in their assessment competencies and practices, according to their specialisations and academic levels. It has been recommended in this study, that, assessment training programmes be made mandatory to all lecturers in universities, in order to bridge the gap their competencies and practices in assessing students.