Relationship of Teaching, Learning and Assessment Practices in Higher Education

Abstract

Formative Assessment is one of the processes which could make a teacher’s instructional means more effective. Based on this assumption, this study was conducted to investigate the relationship of teaching, learning and assessment practices in higher education. This study adopted a two-stage cluster sampling technique to select the respondents. In a two-stage cluster sampling, a random sampling technique was used to select both lecturer and students. Due to the limited number of lecturers in the School of Education, therefore, the number of lecturers was not the same as the students. In this study, the cluster was referring to different courses at the School of Education. Finally, a total of 12 clusters had been chosen from the university course browser. Each cluster consisted of approximately 15 students. This brought the total sample size to about 180 respondents. Finally, a total of 70 undergraduate students, 50 master students, 50 doctoral students and 22 lecturers were selected to answer the survey questionnaires. The results indicated a moderate and significant relationship between teaching and learning practices. There was also a moderate and significant relationship identified between assessment and learning practices; and teaching and assessment practices. The finding implies that teaching and learning will be strongly impactful if the assessment practices are aligned with it.