Abstract:
The paper examines the effectiveness of the
present assessment practice in higher educational
institutes. This study was done using qualitative
research methodology. Assessment plays an integral
role in teaching and learning. For generations,
summative assessment has dominated most classroom
assessment work where the bulk of teacher time has
been taken up with creating tests, marking and
grading. The results of the survey indicate that there is
a growing acceptance that Assessment for learning
(formative) can enhance the teaching and learning
process