Assessment of learning and student academic performance at Islamic University in Uganda: The case of Kampala campus

Abstract

The study set out to examine the relationship between assessment of learning and student academic performance at Islamic University in Uganda-Kampala campus. This study investigated the relationship between formative assessment and student academic performance, the relationship between summative assessment and student academic performance, and the relationship between academic staff motivation and student academic performance. The study reviewed related literature by other scholars in assessment of learning and student academic performance in order to have deep understanding of the assessment of learning and student academic performance at Islamic University in Uganda-Kampala campus through analyzing the elements of formative assessment such as course works, teachers’ observation, group/class discussions and test assignments. It also analyzed summative forms of assessments which are determined by the end semester or quarter exams and academic staff motivation visa avis student academic performance. The study employed single case study design in order to examine the extent to which assessment of learning influences student academic performance, a self administered questionnaire was administered to a sample of 52 lecturers and 234 students. Interviews were also carried out with 02 top administrators. Using Pearson’s correlation coefficient, results revealed that there is a significant positive relationship between formative assessment and student academic performance, there is a significant positive relationship between summative assessment and student academic performance. It revealed that there is a significant positive relationship between academic staff motivation and student academic performance. In line with the findings and the conclusions emerging from the study, the following recommendations are made to the top management and the academic staff: ensure that teachers should incorporate formative assessment into their daily lesson plans by including time for students to practice skills, adjustment of instruction since students learn differently, and also demonstrate mastery differently, application of both summative and formative forms of assessment, teacher motivation and school reform efforts also to be addressed through the issue of staff development, induction and support of new teachers and teachers evaluation.