Building Assessment Literacy Among Faculty in Higher Education Institutions: Implications for Teaching, Learning, and Evaluation Practices

Abstract

Assessment literacy has become a key factor of quality instruction, student learning and effective assessment in institutions of higher learning. Despite the fact that most policies emphasize on outcome-based education, assessment in most universities in the public sector is mainly traditional and exam-oriented. The study aims at exploring the assessment literacy of the faculty members and the implication of the same on the teaching, learning and evaluation processes in the identified public sector in the universities. The mixed-method approach of the research was adopted, as qualitative and quantitative for obtaining of the information. The participants were 75 faculty, working from lecturer to professor and also on the administrative position of the dean and directors. The quantitative data was analyzed with descriptive statistics and the qualitative data with the help of a thematic analysis to provide the data with a contextual richness. The results indicate that the faculty members have moderate assessment literacy levels with a good conceptual awareness but poor practical use. Even though majority of the respondents (75 percent) confessed to the importance of assessment in learning of students, only 40 percent of the respondents indicated that they employed different types of assessment on a regular basis. Further, 45 percent of the respondents were formally trained and 70 percent of the respondents mentioned absence of formal training and resources as a major challenge. It is also revealed that it is highly reliant on the traditional teaching and assessment methods with a slight application of formative and use of technology enhanced practices. Attitudes of faculty towards the use of digital tools were favorable though without proper training and institutional support, it is hard to implement properly.  It is concluded that the assessment literacy of faculty in universities in the public sector is emerging but inadequate to support modern and student centered teaching and learning methods. The results suggest the importance of systematic faculty development initiatives, institutional reinforcement, and incorporation of technology to empower the assessment practices