Assessment Fairness and Examination-System Effectiveness in Higher Education: Evidence from University Students in Pakistan

Abstract

Higher education examination systems play a pivotal role in the education system, as they are critical for progressing through education, for recognizing learning, and for influencing confidence in the quality of higher education. This study aimed to investigate the effectiveness of examination system as perceived by the university students in a semester based higher education in Bahawalpur, Pakistan. The objectives were to evaluate the students' perception regarding the administration of the exam, monitoring, invigilation, the standard of the question paper, the fairness of the marking and the transparency of the results. A quantitative descriptive survey design was used. A structured five-point Likert scale questionnaire was used to gather data from 300 students from two public sector universities in Bahawalpur, Pakistan. The instrument demonstrated high reliability (Cronbach ? = .913) and data was analyzed using frequencies, percentages and mean scores. The results indicated high perception of administrative management particularly in the areas of timing, seating plans, trained staff and entry checking. Lower order perceptions were found in syllabus alignment, higher order thinking and marking satisfaction, expected grades, favoritism and objection handling. Moderation of assessments, rubrics, feedback, and a standard process for script review and grievance of results are practically suggested.