Wednesday, May 17, 2023

Should we rethink evaluation methods used for university students in Sri Lankan University system?

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 Should we rethink evaluation methods used for university students in Sri Lankan University system?

The traditional approach to evaluation in universities worldwide, including Sri Lanka has long been centered around exams, quizzes, and grades. However, there is a growing recognition that this method may not fully capture students' true capabilities, strengths, and potential. As a result, there has been a call to rethink evaluation strategies in universities and explore alternative methods that promote a more comprehensive and holistic assessment of students' learning.

The final examination in university can indeed have negative consequences for students, including academic setbacks, increased stress, limited learning focus, limited feedback and growth opportunities, reduced exploration of other interests, and a negative impact on mental health resulting in severe depression.  It is crucial for educational institutions to consider these consequences and adopt assessment approaches that prioritize holistic learning, individual growth, and student well-being. While it is well-known among academics that final examinations can have negative consequences for students, as former university students ourselves, are we truly prepared to initiate meaningful change in the assessment methods used?

One such approach gaining attraction is the shift towards more project-based assessments. By engaging students in real-world projects and assignments, universities can evaluate their ability to apply knowledge, think critically, solve problems, collaborate, and communicate effectively. This not only provides a more practical and relevant evaluation but also helps students develop important skills that are highly valued in the job market. Recently, the  language students of the Department of Languages, Cultural Studies and Performing Arts at the Faculty of Humanities and Social Sciences of the University of Sri Jayewardenepura organized a food festival representing different cultures. Organizing a cultural food festival provided them with valuable soft skills. They enhance their communication by coordinating with various stakeholders, develop teamwork abilities through collaboration, and improve problem-solving skills by addressing challenges. Time management became crucial in planning and executing the event, while leadership skills were honed in taking on a leadership role. Cultural awareness was fostered through interactions with diverse cuisines and attendees, and adaptability is learned by adjusting to changing circumstances. Overall, organizing a food festival equipped them with a range of transferable skills that benefit their personal and professional growth. At the end of the food festival,  Second year French students who were enrolled for the course unit on French culture and civilization were asked to write reflective notes and their feedback on the event which was used as an efficient tool for evaluation. Third year French student from French for Business Purposes Course unit were asked to conduct an onsite survey on the customer satisfaction with the Food festival which they executed successfully by collecting data and analyzing the data which was used as an assessment for grading. These are  some simple examples of projects that can be used in language studies evaluation.



Another aspect to consider in rethinking evaluation is the incorporation of continuous assessment. Instead of relying solely on high-stakes exams, continuous assessment involves ongoing evaluation throughout the duration of a course. This can include assignments, presentations, group work, and reflective journals. By assessing students' progress over time, universities can gain a deeper understanding of their learning trajectories and provide more personalized feedback and support. It is crucial to recognize the value of formative assessment in addition to summative assessment. While summative assessment focuses on measuring the final outcomes of learning, formative assessment provides ongoing feedback during the learning process. This helps students identify areas for improvement, adjust their learning strategies, and enhance their overall understanding of the subject matter. Even though these practices were already implemented in our university system, there is a tendency of assessing students only towards the end of the course units or collecting assessments after final examinations or rather seen as an extra burden for students. These practices should be integrated into ongoing course units and time management and assignment planning of the lecturers and the commitment of the students play a key role in the succusses of the above methods.

 

In the digital age, technology can also play a significant role in rethinking evaluation. Online platforms, interactive simulations, virtual labs, and multimedia presentations can provide innovative ways to assess student's knowledge and skills. Additionally, digital tools can facilitate peer-to-peer assessment and self-assessment, promoting student engagement and empowerment in the evaluation process. In my opinion, learning and evaluation should be enjoyable and engaging and creative experiences for university students which we were deprived of back then.

 


Overall, rethinking evaluation in Sri Lankan universities involves moving away from a narrow focus on exams and grades and embracing a more inclusive, practical, and personalized approach. By incorporating project-based assessments, formative assessments, and leveraging technology, universities can foster a more meaningful and comprehensive evaluation system that aligns with the evolving needs of students and society.

 




Charitha Liyanage

Lecturer in French

Department of Languages and Cultural Studies and Performing Arts USJ

 

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