Learning Evaluation at Rainha Njinga A Mbande University in Angola

Abstract

This descriptive exploratory study, employing mixed methods, was conducted with a group of pedagogical student while are training as of basic and general education, focusing on learning assessment in higher education. The study took place at the Polytechnic Institute of Reina Njinga A Mbande University in Malanje, Angola. The overall objective was to explore the most widespread assessment practices used by faculty at the Polytechnic Institute regarding student learning. Approaches and perspectives from educational sciences, particularly those of UNESCO and various international experiences, were adopted. The research applied both quantitative and qualitative methods. A purposive sample of 63 students and 16 professors was used. Data was collected through a questionnaire, combined with unstructured group interviews and observation. Among the main findings, it was discovered that the predominant type of assessment in the Pedagogy program is summative and categorical. The study also found that exams, with closed-ended questions, are the primary assessment tool, and that forgetting content is the main difficulty students experience when taking exams. It was concluded that the majority of teachers in Pedagogy programs apply the traditional paradigm more frequently, which has multiple theoretical implications