Massification in Universities: Are Assessment Tools Still Reliable? A Reflection from Sokoine University of Agriculture, Tanzania

Abstract

A tremendous increase of the number of students in universities has been experienced by almost every country all over the world including Tanzania. The Increasing number of students has greatly affected the instructors' workload and general practices of student's assessment and evaluation. This study aimed at determining the reliability of the assessment tools at Sokoine University of Agriculture. Retrospective record review was done on education undergraduate students who sat for an EDP 100 in 2014/2015, 2015/2016 and 2017/2018 academic years where the course was selected through random procedures. A total of 214 scripts were systematically randomly sampled from each cohort. The results revealed a drop in internal consistency of the scores obtained from EDP 100 course across the three cohorts. Majority of the questions for the EDP 100 though were moderately difficulty, their discrimination powers were poor. However, the variation in difficulty and discrimination indices for the three cohorts was statistically not significant (p˃0.05 for MCQ and MIQ) except the discrimination index for MIQ which shows significant variations (p˂0.05). It is therefore recommended that similar studies should be done to determine both validity and reliability of the assessment tools for the other subjects at the University.