Perception of distance education students of their involvement in assessment decisions in Ghana

Abstract

Students’ involvement in assessment decisions is considered as a critical to effective teaching and learning. This study examined students’ perception of their involvement in assessment decisions in the University of Cape Coast Distance Education. The study employed a cross-sectional survey design with a quantitative approach. Through multi-stage sampling technique, 618 distance education students were sampled from centres in three regions in Ghana. The study adapted a scale from Fisher et al. (2005) with 9-items which were measured on 4-point Likert scale. It was found that students were clear about the assessment types being used and details were given on how assessment tasks are scored. It was found that how each assessment type was used was explained to students. Although students reported that they received feedback from assessment, it was stated that the feedback was not quick. It was recommended that management of College of Distance Education should provide prompt feedback for students concerning their assessment.