Implementing Assessment for Learning in Tertiary Institutions in the South-West Nigeria: A Qualitative Study

Abstract

Assessment for learning, which is used interchangeably with continuous assessment and formative assessment, is a vital component of the teaching-learning process. Studies have documented the benefits of assessment for learning to students, teachers, parents and other relevant stakeholders. In particular, feedback that emanates from assessment for learning, if effectively and timely presented, is of huge benefits in remediating observed gaps in teaching and learning. This study examines the strategies employed by university lecturers in assessment for learning/continuous assessment; how it is implemented, and how effective the feedback presented to students is as regards improving learning and achievement among others. The study employs the phenomenological design. Specifically, it employs the focus group discussion to explore undergraduate students' understanding of assessment for learning, the purpose it is meant to serve, the mechanisms adopted by their lecturers to conduct assessment for learning, the frequency of implementation and how feedback is presented to students to improve learning. Most of the students understood the concept of assessment for learning/continuous assessment and its benefits. However, the majority were dissatisfied with the strategies used, frequency and provision of feedback to students. Findings offer insight fill information för guiding the implementation of continuous assessment for improved teaching and learning.