Assessing Students in Addis Ababa University: Indian and Ethiopian Faculty Members’ Perceptions and Reflections

Abstract

Professors can play an important role in the lives of students in higher education. Generally speaking, training students in higher level cognitive skills is the focus and purpose of higher education, and the assessment of students with appropriate tools is as important as imparting instruction and developing capabilities. In the context of massification of higher education in the country, on 3 issues related to assessment of students in Addis Ababa University (AAU), the views of faculty members were solicited. The sample included 52 Indian faculty members, and 24 Ethiopian faculty members. Among the sample participants, 85% Indian and 68% Ethiopian faculty members felt that the students need to develop the skills of writing long descriptive and explanatory answers, whereas 73% Indian and 62% Ethiopian faculty member felt that students generally have mistrust in any faculty member during evaluation, and students’ reaction to evaluation is unjustified. The paper argued for improving standards, removing the mistrust and developing the students’ skills in writing long answers. Maintaining examinees’ confidentiality and using external examination are suggested as useful tools in this context.