Large Student Groups Assessment During the Semester Term

Abstract

Tertiary teaching is interactive process and by no means unilateral. Lecturers are increasingly interested in students' knowledge and understanding. Assessing students with the tests proposed provides the lecturers feedback on the students' accomplishments; not only on parts of teaching material did they acquire, but also the information on which parts do they understand better and which parts do they understand worse. Moreover, lecturers can discover if there is a problem with their teaching. In this paper, we provide the analysis of student's assessments by utilizing the above-mentioned principles, revealing some encouraging results.