Abstract
The main objective of the study was to assess the satisfaction and self confidence of students on grading system of Wolaita Language major courses. The research subjects were purposively selected 25 students from Wolaita Sodo university,Wolaita Language department. Two tools were used to collect the data: Questionnaire and interview. Both qualitative and quantitative data analysis methods were employed to obtain the results. The study was proved that students were happy in grading system of Wolaita Sodo University and it. The study also indicated that the students were not this much interested to improve the grading system of Wolaita language major courses as they satisfied in it and it shows that students were confident enough to work by themselves. The study disclosed that teachers were not giving relevant support to students to improve their results and it shows that they did not continuously assess the students to take optional score to improve their result. Moreover, the findings of the study approved that teachers did not use their time effectively and works for the betterment of the students’ result. The study also shows that teachers encouraged the students to raise questions and to comment in their evaluation and teaching and they also advise students on how to study and ready for the exam. Thus, it is possible to summarize that students satisfied with the grading system of Wolaita Sodo University and they were confident enough to work by themselves. Hence, it is recommended that the students should be more encouraged to build their confidence regarding working independently and all stake holders all stake holders should work cooperatively to increase the satisfaction of the students regarding grading system. In addition, teachers should effectively use their time and work for the betterment of the students’ result and they should fairly evaluate and treat them equally. Keywords : grading system, legislation, Major course, satisfaction, self confidence, DOI : 10.7176/JLLL/59-04 Publication date : August 31 st 2019
Highlights
According to Gibbs and Simpson (2002) as cited in (Gregory K, Kathryn D. & Kathryn P.2014) academic assessment is typically a measure of the performance of the individual, where the relationship between acquired knowledge and displayed performance is assumed to be representative and concordant
It clearly shows that the the students were not this much interested to improve the grading system of Wolaita language major courses as they satisfied in it
The study indicated that the grading system of Wolaita language major courses is performed according Wolaita Sodo university senate legislation
Summary
According to Gibbs and Simpson (2002) as cited in (Gregory K, Kathryn D. & Kathryn P.2014) academic assessment is typically a measure of the performance of the individual, where the relationship between acquired knowledge and displayed performance is assumed to be representative and concordant. In academia there is a disconnect between students and faculty in expectation, perception, and reasoning behind academic evaluation, manifesting in varying perceptions of the process of grading and of what constitutes a deserved grade from the perspective of assessor and assessee. & Kathryn P.2014 ) suggested that students believe grades to be derived using established standards more than faculty report that they are, reflecting both the potential subjectivity of the grading process and student misconceptions of the evaluation process. Discrepancies in expectation and perception produce a situation with ample opportunity for misunderstanding and conflict between faculty and students and may be representative of a generally distorted student perception of the purpose of academia and evaluations (Greenberger et al, 2008)
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