Abstract
This study explores visual arts students’ perceptions of their assessment experience in a public university in Ghana which offers undergraduate degree programmes across the disciplines in Visual Art. A convenient sampling technique was used to pool 600 volunteered respondents out of a student’s population of 2,618 from the Faculty of Art, Kwame Nkrumah University Science & Technology, Kumasi. Data was collected during the second semester of 2015/2016 academic year using a face validated 20 item five-point Likert scale Students’ Assessment Experience Questionnaire with reliability estimate of .744. Data collected was analyzed using descriptive statistics and one-way MANOVA analysis. The findings of the study pointed to the significant difference between the various visual art departments in their satisfaction with the assessment delivery and experience. The results did not show significant gap between student`s perceptions of assessment experience across the disciplines (departmental) level. There was no significant difference between students in their total satisfaction with the assessment delivery and assessment experience. However there were significant difference along receiving of feedback and assessment of artworks. Based on the findings, it is recommended that innovative assessment practices should be encouraged across the disciplines to foster creativity and deepen life-long skills among the students.
Highlights
The importance of assessment in education cannot be underestimated (Black & Wiliam, 1998)
The findings of the study pointed to the significant difference between the various visual art departments in their satisfaction with the assessment delivery and experience
There was no significant difference between students in their total satisfaction with the assessment delivery and assessment experience
Summary
The importance of assessment in education cannot be underestimated (Black & Wiliam, 1998). Banta (2004) notes that an effective assessment programme should be based on the outcomes for student learning and development that faculty and other stakeholders believe to be important. The need for the adoption of an effective assessment practice (in especially higher education) that ensures that teaching and learning lives up to expectations in dealing with the aspirations of society. He further argues that when the lesson objectives are aligned to outcomes it is easier to determine the type of assessment practice(s) that are most appropriate to support learning. He further argues that when the lesson objectives are aligned to outcomes it is easier to determine the type of assessment practice(s) that are most appropriate to support learning. Banta (2004) sharpened and extended this point by noting that a poorly designed assessment practice has the potential to hinder effective student learning and thereby stifle curriculum innovation. Boud, Cohen, and Sampson (1999) argue that inappropriate assessment practices are unhelpful and breeds competition within and between students and prevent groups functioning effectively instead of encouraging collaborative learning among students
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