Assessment in Higher Institutions: Do Students and Lecturers Share Similar Preference?
Noor Liza Adnan1, Rokiah Muda2, Wan Karomiah Wan Abdullah3, Nur Raihana Mohd Sallem4
1Noor Liza Adnan *, Faculty of Accountancy, Universiti Teknologi MARA Cawangan Terengganu, Dungun, Terengganu, Malaysia.
2Rokiah Muda Faculty of Accountancy, Universiti Teknologi MARA Cawangan Terengganu, Dungun, Terengganu, Malaysia.
3Wan Karomiah Wan Abdullah, Faculty of Computer Science and Mathematics, Universiti Teknologi MARA Cawangan Terengganu, Dungun, Terengganu, Malaysia.
4Nur Raihana Mohd Sallem, Faculty of Accountancy, Universiti Teknologi MARA Cawangan Terengganu, Dungun, Terengganu, Malaysia.
Manuscript received on November 15, 2019. | Revised Manuscript received on November 28, 2019. | Manuscript published on 30 November, 2019. | PP: 8806-8816 | Volume-8 Issue-4, November 2019. | Retrieval Number: D9427118419/2019©BEIESP | DOI: 10.35940/ijrte.D9427.118419
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This paper aims to understand the assessment preference of Gen Z, a student cohort currently being served in higher learning institutions. It tends to investigate the formative assessment activities preferred by Gen Z, followed by the range of marks for each activity. It also tries to discover their preference for the proportion of mark for formative assessment as compared to final examination. Data was collected from 420 diploma students and 22 lecturers taking (and teaching) management accounting subject in a public university in Malaysia. The values of mode and the frequency were used to achieve the above objectives. In addition, the interview session with students and lecturers was also conducted to gather additional related information. The results revealed that both students and lecturers favor traditional assessment over alternative assessment. In terms of alternative assessments, unlike lecturers, students ranked activities that require higher order thinking last. Both students and lecturers also allocate the highest marks to test and quiz, while other activities are only allocated with the lower range of marks. Majority agreed with the 40:60 ratio with the higher weightage goes to the final examination. This finding somehow contradicts previous finding which suggest that Gen Z prefer coursework rather than examination. The findings of the study might help academicians in designing appropriate assessment activities in order to maximize students learning especially in the field of management accounting. However, this study was conducted on the diploma students who might have different view and perception regarding assessment as compared to bachelor’s degree students.
Keywords: Assessment Activities, Traditional and Alternative Assessment, Millennial Students, Preference, Balanced Graduates.
Scope of the Article: Smart Learning and Innovative Education Systems.