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Abstract:
This paper explores the differences between continuous
assessment of students' performance and assessments employing
only end of module or term examinations. Most Sudanese
Universities are adopting end of term assessments in a
summative manner, while, most international universities moved
to continuous assessment (formative assessment). Reasons cited
favouring summative end of term assessment, are its easiness
and the complications of continuous assessments, difficulties in
containing plagiarism and fraud in continuous assessment
settings. Movements towards new learning technologies and
upgrading of by-laws can successfully address these issues.
Summative assessments will not perform well in assessing
competencies that are better assessed by lengthy assays or
engineering

design

or

manual

skills.

Modern

teaching

technologies have introduced new types of learning methods,

such as very large classes and virtual classes. End of term
examinations may not effectively assess student's performance in
such cases. The paper concluded that formative assessments in
the form of a series of components during the study period, with
the use of modern educational technologies, are better suited
evaluation methods for higher education. The paper presented a
plan of several phases for the gradual shift towards formative
measurement.
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2
2 [1]

1
3
4

40 20
70 30

60% 80
30

20 40

70

80-60%

6
7
8

25%

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44

2
10
11
12
13

14

[2] summative

45

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[3] formative

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46

Diagnostic

norm

criterion

Interim

47

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2
3

4
5

6
7

1
30 20

80 70

[4]
49

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[5]
[7]

[6]
[8]

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50

51

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zero tolerance

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[3]

53

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wiki

55

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8
Massive Open Online
Courses

10

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57

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11

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Carnegie
Mellon
University,
(1
http://www.cmu.edu/teaching/assessment/assesslearning/
Assessing Learning in Australian Universities,
(2
www.cshe.unimelb.edu.au/assessinglearning
2014
3
2014
(4
http://eng.uofk.edu/index.php?option=com_content&vie
w=article&id=107&Itemid=161&lang=en
(5
http://sustech.edu/ckfinder/userfiles/files/exam.pdf
http://www.uofg.edu.sd
(6
Teaching, Learning and
(7
Assessment
Policy
(NUSU-TLAP)
http://www.nu.edu.sd/generalupload/assessment.pdf
(8
http://www.oiu.edu.sd/show_page.php?page_id=99
(9
http://www.timeshighereducation.co.uk/world-university/rankings
http://catalog.caltech.edu/pdf/catalog_14_15_part3.pdfK (10
l(2014
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22

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http://web.mit.edu/registrar/reg/grades/freshmangrading. (11
.(2014

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html

http://handbook.fas.harvard.edu/icb/topicLocator.do?top (12
icId=icb.topic1422005&view=view.do&name=Final+Exa
.(2014

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minations&scope=103400

http://exploredegrees.stanford.edu/academicpoliciesands (13
.(2014

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tatements/#gradingtext

https://www.ethz.ch/en/studies/legal-principles- 14
24

degrees/performance-assessments.html
2014

abubakr.elhussein@iua.edu.sd

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