Teacher attributes as predictors of assessment practices in public universities of Ethiopia

Abstract

Background Higher education teachers dwell on various classroom assessment practices. Their assessment practices play a significant part of the teaching learning process and in determining student achievement. In this respect, their different attributes determine the nature of their classroom assessment practices. This cross-sectional survey study aimed to examine differences in assessment practices among public university teachers with respect to their academic status, teaching experience, assessment training and specializations. Methods The study adopted Assessment Practices Inventory (API) which was distributed to a sample of 380 randomly selected teachers from four public universities. The majorities (93.4%) of questionnaires which were properly completed were entered to SPSS version 25 software and used for analysis. Multivariate analysis of variance (MANOVA) was used for analysis and Pillai’s Trace was utilized for interpretation of the results. Results The results showed that academic status (P= .000); teaching experience (P = .000); and assessment training (P =.030) had significant differences for the combined dependent variables (assessment practice). However, field of specialization (P =.130) did not show significant difference in the overall assessment practice although differences were observed in assessment design and interpretation. Conclusion Academic status, teaching experience, and assessment training are important attributes of teachers that shape their assessment practices. Therefore, as teachers hold the sole responsibility of classroom assessment, training and development courses in assessment, experience sharing and learning opportunities are necessary regardless of their specializations, academic status, and teaching experience.