The Effect of Assessment Components on Lecturers’ Assessment Practices in Mogadishu Higher Institutions

Abstract

Learning expectations and the strategies students use in a course are influenced by assessment techniques, an important aspect of course design. The study analyzed the effect of assessment components on lecturers’ assessment practices in Mogadishu higher education institutions. Design, interpretation, and administration were hypothesized as predictors of the university’s staff assessment practices. The study only used quantitative data. A questionnaire was used to collect data from 314 university academic staff or lecturers. Data were analyzed using the statistical package for social sciences (SPSS) version 20. The three indicators included in the model (design, interpretation, and administration) were found to be important predictors of the assessment practices of the university academic staff using multiple regression analysis. A multiple regression analysis reveals that design has a greater influence on the academic staff's assessment practices than administration and interpretation, while all were significant predictors. To improve the assessment practices of higher education institutions in Mogadishu, Somalia, it was concluded that universities should support their academic staff in developing their academic skills in designing, interpreting, and administering their assessments.