Lecturers Perceptions Towards Classroom Based Assessment: A study in a Public University of Afghanistan.
DOI:
https://doi.org/10.64386/xhasKeywords:
Classroom, assessment, workload, teacher, learning, classroom-based assessmentAbstract
The study examines the perceptions of university lecturers towards classroom-based assessment. A decent classroom-based assessment strategy accumulates proof of student learning that illuminates instructors' informative results. It gives lecturers data about what students know and can do. The mixed-mode technique is used in the study. The open and closed-ended questionnaires were used the collect the data from 62 lecturers of Kunar University. The data were analyzed in a statistical tool to determine their percentage. The result showed that the classroom-based assessment has increased the workload of teachers. The study also benefited from the best implementation of classroom-based assessment in the university.
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