In open and distant education, continuous assessment is essential to students’ success. Continuous assessments for quantitative courses such as Mathematics have to be planned carefully. The continuous assessment serves as assessments itself and also as a crosscheck on the understanding of a particular concepts. This research paper looks into the impact of continuous assessment and its role in enhancing the skills to achieve learning outcomes of the course. The researcher picked TEE 202/05 Engineering Mathematics, a middle level course in Wawasan Open University as a case study. The continuous assessment of this course contains three tutor- marked assignments which covers 60% of the course syllabus. The continuous assessment was divided into several sub-skills in respective learning outcomes and the students’ performances were analysed and recorded. The performances of students in final examnination were analysed according to the respective learning outcomes. The gained knowledge, achievement of learning outcomes was determined by the performance of students in the continuous assessment and the final examination. The performance in continuous assessments and final examination were compared. The study shows the performance in continuous assessment does not show a strong relation to the performance in the final examinations. This shows the continuous assessment does not serve as enhancement to the disembarking of knowledge to the students. This paper suggests the continuous assessment should be planned accordingly to play its role as a tools to enhance the students understanding on certain sub-skills rather than being assessments tools and high quality feedback should be given to students.
Continuous assessment in distant learning: assessment or enhancement tool to the achievement of learning outcomes?
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Continuous Assessment in Distant Learning
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