Abstract:
Student enrolment in undergraduate education in Sri Lanka has increased gradually over
the past few decades. At present, the student population of universities represents
diverse background characteristics such as gender, ethnicity, social class, culture,
ability, second language competency, and aspirations. University curricula and
assessment processes are designed and implemented in ways, which do not necessarily
pay much attention to the variations in these characteristics. These variations can play a
major role in what is learned by the students and the way they respond to the academic
demands of the undergraduate courses. Therefore, it is attempted to study the
experiences of students in some detail.
In this paper, the findings of the first phase of data collection of the above mentioned
longitudinal qualitative study, which spans over a 2-3 year period, is discussed.
Particular questions addressed here are, how do the undergraduates and their lecturers
interpret assessment, how do they act on their interpretations and what effects
assessment process make on student learning? In this first phase, I have observed
teaching and learning of three whole modules taught in the second year, interviewed the
lecturers and the students, collected journal entries made by a small sample of students
over a period of about one month. In addition, I have analysed a sample of assignments,
examination grades of the students and feedback comments made by the lecturers who
taught the particular modules.
The analysis of data reveals that the students and the lecturers hold contrasting views
about the goals, processes and effects of assessment. Students’ responses to the
assessment demands vary according to socio-cultural factors, previous experiences and
personality factors.
Assessment can be used as a powerful tool for student learning. However, when it is
used only for grading and selection, it becomes counter productive.
