Relationship between Teachers’ Evaluation Practices, Self-Assessment, and Students’ Learning Outcomes

Abstract

This study investigates the relationship between teachers’ evaluation practices, students’ self-assessment, and students’ learning outcomes. A quantitative correlational research design was used. The population consisted of university students and a sample of 315 students was selected using a convenient sampling technique. Data were collected through a structured questionnaire based on a Likert scale. The data were analyzed using Pearson correlation in SPSS. The results revealed a moderate to strong positive relationship between teachers’ evaluation practices and students’ learning outcomes, and between self-assessment and learning outcomes. However, a weak but significant relationship was found in some dimensions of self-assessment. The study concludes that effective evaluation practices and self-assessment strategies play an important role in improving students’ academic performance. Overall, the study confirms that both teachers’ evaluation practices and students’ self-assessment are important factors in improving learning outcomes. It is recommended that Schools should promote a student-centered assessment environment.