Investigating the Impact of Different Assessment Methods on Student Performance in Public Universities of Afghanistan
DOI:
https://doi.org/10.64386/xhasKeywords:
Assessment, leadership, teaching tool, academic learning, qualifications, methodsAbstract
The essential part of teaching is different assessment methods; lecturers are like various types of assessments. When university lecturers and students determine assessment, it will be more beneficial and productive. This study examined students' perspectives on the impact of different assessment methods on their performance in public universities in Afghanistan. The quantitative study used an adapted questionnaire with 20-item questions for data collection. The questionnaire was piloted on 30 faculty members to determine its validity and reliability. The questionnaires were delivered to 400 public university students in Afghanistan using an online Google form. Of 400 questionnaires given, only 108 completed questionnaires were returned within the time frame. The quantitative data were analysed using descriptive and inferential statistics with the assistance of SPSS. Descriptive statistics were used to analyse the frequency, percentage, and mean, while inferential statistics of Pearson Correlation were used to analyse the relationship between the two variables. The analysis of data revealed that faculty members have a high level of perspective on the impact of different assessment methods on student performance (mean 4.2606). The study concludes by recommending policy reforms and capacity-building initiatives to enhance the effectiveness and diversity of assessment methods in Afghan higher education.
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