DEMYSTIFYING ASSESSMENT IN HIGHER EDUCATION: A COMPARATIVE STUDY OF UNDERGRADUATES’ ACADEMIC PERFORMANCE IN MALAWI UNIVERSITIES WITH LARGE ENROLLMENTS IN A SINGLE CLASS/SUBJECT
Keywords:
Assessment, undergraduates, generic, performance, t-test, ANOVAAbstract
This paper focuses on some persistent challenges of grading students in large classes in institutions of Higher Learning in Malawi by looking at whether access and quality are mutually complementary. Firstly, the paper gives a brief overview of how Malawi has attempted to achieve the 2000 UN Millennium Development Goals (MDGs) in the Education Sector, particularly on increasing and broadening access to Higher Education and equity. Secondly, the paper discusses the results of a Comparative Study of Undergraduates’ Academic Performance in large classes at Mzuzu University using the following courses: Curriculum Theory and Practice, Testing, Measurement and Evaluation, and Research Methods. Using these courses, the assessment and grading were conducted on the generic and upgrading students according to their gender. Moreover, the study adopted a longitudinal research design. The results showed that while most generic students consistently maintained their performance
.levels for the three courses, there was at least one course that had a mean mark which was considerably different from at least one of the other mean. There was also significant difference in performance between the means (averages) of the generic and upgrading students in the two courses namely, Testing, Measurement and Evaluation, and Research Methods by gender. The paper concludes that since sustainable development depends on competent graduates; there is need for proper and innovative assessment procedures in Higher Education in order to meet this demand. Moreover, bridging the disparities of gender, especially when Higher Education is undergoing significant reforms aimed at increasing and broadening access to Higher Education; issues of equity, quality, relevance and cost- effectiveness should equally be prioritized by policymakers. Further, innovations in the assessment processes of undergraduates should equally be considered pivotal.
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