Using participatory approaches to promote assessment in postsecondary institutions

Lecturers’ Leadership Practices and Their Impact On Students’ Experiences of Participation with Implications for Marketing Higher Education Services

“…More so, findings revealed that lecturers' involvement of students in class sessions like questions and answers session and sharing contributions empowered students to become academically curious and inquisitive. This helps in improving their ability to submit module assessment on time and they achieved very good grades as a result of lecturers' availability and accessibility at all times in addition to the provision of formal and informal formative feedbacks (Boser, 2010;Mulcahy & Perillo, 2011;Seale, 2010;Vroom, 2003). Also, the provision of module feedback improved students' academic capability to work independently and helped in achieving high module grades (Cahill et al, 2014;Chen, 2011;Harrington et al, 2015;Kaplan et al, 2011;Zepke & Leach, 2010;Zhang et al, 2016).…”

“…This suggests that lecturers who do not encourage students to participate in class sessions will negatively influence students' commitment as their levels of confidence in the module would be low and this might bring about the achievement of low grades in the module (Chikoko et al, 2015). Further, lecturers who knew their students and addressed them by their first names motivated them to participate in class sessions and were seen as accessible, available and supportive (Boser, 2010;Chapman, 2003;Harrington, Jeremy & Hynes, 2015;Ken, 2006).…”