Prevalence of estimable learning assessment practices: Quests and implications

The study examined the prevalence level of estimable learning assessment practices at four Ethiopian universities. Concurrent nested mixed research design was employed in the course of the study. Data were collected through questionnaires from staff members, and students or  PhD and MA in Education and Behavioral Studies (CEBS), and Teaching of English as a Foreign Language (TEFL) at four universities; and through interviews from two officials at each of the universities. The results have shown that learning assessment quality enhancement practices and mechanisms were not as expected at the universities. Specifically, creating a detailed blueprint for the whole assessment tasks, using assessment quality circle, using assessment procedures that generate learners’ interest, matching the developmental (formative) and judgmental (summative) roles of assessment, designing tasks that assess relevant generic skills along with subject-specific competencies, and placing assessment items in increasing order of difficulty were at a middling level. Furthermore, putting in place a robust internal quality assurance system for learning assessment was negligible at the universities. The results, therefore, imply that the universities along with the Ministry of Education (MOE) should make utmost concerted efforts to put in place a robust system of learning assessment practices that result in effective student learning.