Teachers’ Perception on Assessment Strategies for Continuing Education

Abstract

A study was carried out to tap the perceptions of teachers on effective strategies to assess performances of adult learners in continuing and distance education. A purposive sampling technique was used to select fifty teachers who were tested through a five-point Likert scale rating to determine the extent to which they agreed on eight assessment strategies and other measures on assessment, identified through key informant interviews and from literature. Findings favoured application of both formative and summative assessments to achieve objectives. Also respondents favoured assessments to be based on well written objectives that contain appropriate performance criteria as well as developing ways to assess whether critical thinking has occurred. Respondents also favoured assessments that would be appropriate to measure experience, performance and behaviour with emphasis on selecting the appropriate assessments for educational settings from variety of assessment tools.