Abstract:
Assessment in education ascertains the extent of achievement of the programme learning objectives by the students and the effectiveness of the delivery approaches and processes used by teachers in educational institutions. The assurances of quality assessment in engineering universities can result in the production of highly competent graduates for the labor market. This study investigates or explores the current assessment systems and practices of some selected engineering universities in Bangladesh through a conceptual analysis of teachers and students on the effectiveness of the current assessment systems and its future perspective. In this endeavor, this study depicts the differences in the perceptions of teachers and students regarding the effectiveness of the current assessment system and practices and its future perspectives. Through the quantitative approach, four (4) engineering universities were purposely selected for this study and responses were received from teachers and undergraduate students of six (6) disciplines (departments) at all levels. The responses of 557 and 131 students and teachers respectively were analyzed. The results indicate that there exists a statistically significant difference between the perception of teachers and students in the effectiveness and also in the future perspectives of the current assessment system and practices. Further analyses indicate that the effect sizes of the differences are large and moderate for the effectiveness and future perspectives of the assessment system and practices respectively. Students had a lower perception regarding the effectiveness and higher perception regarding the future perspectives of the assessment system and practices compared to teachers. Therefore, based on these outcomes engineering universities are recommended to consider the perceptions of their students and teachers, put more emphasis on quality and authentic assessment practices and train teachers in the use of appropriate teaching and assessment methodologies.
