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)( مشا
كلية اهلندسة ،جامعة إفريقيا العاملي،استاذ
األداء الط لبي: مق رنة القی قی
ب الختب رات النھ ئیة
المستمر مع القی
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Abstract:
This paper explores the differences between continuous
assessment of students' performance and assessments
employing
only end of module or term examinations. Most Sudanese
Universities are adopting end of term assessments in a
summative manner, while, most international universities
moved
to continuous assessment (formative assessment). Reasons
cited
favouring summative end of term assessment, are its easiness
and the complications of continuous assessments, difficulties
in
containing plagiarism and fraud in continuous assessment
settings. Movements towards new learning technologies and
upgrading of by-laws can successfully address these issues.
Summative assessments will not perform well in assessing
competencies that are better assessed by lengthy assays or
engineering design or manual skills. Modern teaching
technologies have introduced new types of learning methods,
such as very large classes and virtual classes. End of term
examinations may not effectively assess student's performance
in
such cases. The paper concluded that formative assessments
in
the form of a series of components during the study period,
with
the use of modern educational technologies, are better
suited
evaluation methods for higher education. The paper presented
a
plan of several phases for the gradual shift towards
formative
measurement.
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1
1
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[1]2
1
80 – 60%20 – 40 3
7030 30 – 70 4
80-60% 40 – 20 5
6
7
25% 8
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2 9
10
11
12
13
14
2
summative[2]
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formative[3]
3
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1 Diagnostic
2
3
4 norm
5 criterion
6 Interim
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5
1
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2
3
4
5
6
7
6
1
70 – 80 20 – 30
[4]
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[5]
[6] [7]
[8]
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7
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zero tolerance
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8
[3]
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9
1
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2
3
4
5
6 wiki
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7
8
Massive Open Online
Courses
10
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11
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1(Carnegie Mellon University,
http://www.cmu.edu/teaching/assessment/assesslearning/2(Assessing
Learning in Australian Universities,
www.cshe.unimelb.edu.au/assessinglearning
3 2014
2014 4(
http://eng.uofk.edu/index.php?option=com_content&vie
w=article&id=107&Itemid=161&lang=en
5(
http://sustech.edu/ckfinder/userfiles/files/exam.pdf
6( http://www.uofg.edu.sd 7( Teaching, Learning
and
Assessment Policy
(NUSU-TLAP)http://www.nu.edu.sd/generalupload/assessment.pdf
8( http://www.oiu.edu.sd/show_page.php?page_id=99
9(
http://www.timeshighereducation.co.uk/world-university-
rankings/
10(http://catalog.caltech.edu/pdf/catalog_14_15_part3.pdfK
22 l(2014
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11(http://web.mit.edu/registrar/reg/grades/freshmangrading.
html 22 2014.(
12(http://handbook.fas.harvard.edu/icb/topicLocator.do?top
icId=icb.topic1422005&view=view.do&name=Final+Exa
minations&scope=103400 23 2014.(
13(http://exploredegrees.stanford.edu/academicpoliciesands
tatements/#gradingtext 24 2014.(
14https://www.ethz.ch/en/studies/legal-principles-
degrees/performance-assessments.html 24 2014
،،،ليبسلا يدهي وهو دصقلا ءا
و نم هللاو
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