Challenges in Maintaining Quality Assessments in Higher Learning Institutions: Experiences from Selected Tanzanian Universities
DOI:
https://doi.org/10.59645/abr.v16i2.340Keywords:
Assessment, quality, validity, challenge, professionalsAbstract
This study was conducted to assess the extent to which universities in Tanzania ensure quality in assessments and identify challenges facing the whole assessment process. Literature showed a poor linkage between university graduates and industry whereby some graduates were reported to be lacking essential skills expected of them beside of having good results. This situation motivated the researcher to conduct this study being guided by TQM theory. The study adopted a convergent parallel design which allowed a collection of both qualitative and quantitative at a go. The study targeted lecturers, examination officers, heads of departments and quality assurance directors from universities offering teacher education in Tanzania. Stratified convenience and purposeful sampling techniques were used to select 48 lecturers, 4 examination officers, 4 heads of departments and 4 quality assurance directors from four universities. Questionnaires and in-depth interview guides were used to collect data. Quantitative data were analyzed in frequencies and percentages while the analysis of qualitative data was done in themes and its presentation was done narratively being supported by direct quotations. The study found out universities to be striving to improve quality in final examinations but doing less in formative assessments. Large classes and workloads on the other side were found to be the challenges facing the assessment process. The study recommended for universities to extend the moderation process to the continuous assessments and develop policies that will make lecturers maintain quality in the assessment process.
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