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Although assessment plays an important role in educational systems, research on this area seems to suffer from a dearth. Through empirical research based on questionnaires and interviews, this dissertation elicits students' and teachers' perceptions of, inter alia, Terminal and Continuous Assessment in two Departments of English. The study is divided up into six chapters. The first reviews the literature on evaluation, assessment, testing, and traditional examinations. The background chapter examines the mission of higher education, the characteristics of the English Department and assessment regulations. The third chapter presents the research design and methodology, and the fourth chapter discusses the respondents' attitudes towards Terminal Assessment. Their attitudes towards Continuous Assessment are taken up in the fifth chapter, and the last chapter examines the respondents' views concerning some perceived advantages of Continuous Assessment. The book, therefore, is an attempt to provide educators, students and researchers with a clear picture on assessment procedures in Moroccan Higher Education. It is also an introduction to further research on assessment related issues.