Summative Assessment in Higher Education: Case Study of Nepal

Abstract

Summative assessment is one of the most debated problems in higher education. The case of Nepal ́s higher education, specifically the Tribhuvan University (TU), which is the largest Nepali higher education institution, was analyzed in this paper to critically understand the disadvantages and advantages of its assessment method towards constructive alignment approach for deep learning. Conclusions refer to the main four problems detected in the summative assessment in TU regarding the assessment method which is not aligned with higher level education learning outcomes, hinders the development of other skills, and does not account for individual variability of learners. The results of the exams are published long after the exams, and there is an absence of scoring rubrics. Some recommendations and possible solutions are proposed to improve the assessment methods and promote a way to constructive alignment in the higher education of Nepal.