Examinations and Continuous Assessment

Abstract

No course may be properly assessed before several, almost self-evident, basic questions about course objectives have been answered. Several types of continuous assessment are considered in the light of practical experience which show that continuous assessment techniques tend to produce a more uniform performance throughout a class, with fewer failures but also fewer students with very high marks. Continuous assessment techniques seem to be particularly appropriate for certain first year undergraduate courses.

Undergraduate projects and their assessment

“…Bailey et al [30,31] have mentioned their experience with a design course in electronics which was assessed in part by marking each of the circuit designs completed periodically throughout the year by the students. The students' natural motivation towards the subject, coupled with the knowledge that all their efforts were being assessed, led to a situation where students spent an excessive amount of time on this subject and steps had to be taken to curtail their enthusiasm.…”

“…It has been stated that 'Until the objectives have been defined clearly, no assessment process can be meaningful' [30,31]. A few of the aims of final-year undergraduate projects, previously given by one of the authors [32] are listed below, some of which overlap.…”