American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2013, 1(8), 300-306
DOI: 10.12691/education-1-8-6
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Function of Training Background and Teaching Experience with Particular Reference to Final Examinations

Abatihun Alehegn Sewagegn1,

1Lecturer at Department of Psychology, Debre Markos University, Debre Markos, Ethiopia

Pub. Date: September 15, 2013

Cite this paper:
Abatihun Alehegn Sewagegn. Function of Training Background and Teaching Experience with Particular Reference to Final Examinations. American Journal of Educational Research. 2013; 1(8):300-306. doi: 10.12691/education-1-8-6


The purpose of the study was to analyze the assessment practice of Debre Markos University instructors as a function of training background and teaching experience with reference to final examinations. Furthermore, the study aimed at investigating the perception of students about the classroom assessment practices of their instructors and the perception of teachers on their classroom assessment practices. The subjects of the study were 280 students and 51 instructors from the five colleges. In addition to this 65 final exam papers were collected from the respective colleges. The instruments used for the study were document analysis (i.e., exam papers), and questionnaires. The data collected were analyzed using descriptive techniques and were tested through t-test and one-way ANOVA. The result suggested that there was significant difference in including the general information’s of test construction principles, writing good multiple choice and short answer items as a function of training background. It was also observed that significant difference was observed in including the general information’s of test construction principles and writing good short answer items as a function of teaching experience. Significant mean difference was not observed on the perception of instructors on the assessment practices. However, significant difference was observed in the perception of students about the assessment practice of instructors across different colleges. On the basis of the findings, conclusions were drawn.

assessment training background teaching experience perception

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