Ethiopian Higher Education Institutions Graduate
Student Assessment Policies and Guidelines
1
Desalegn Chalchisa (PhD)

Addis Ababa University
Institute of Educational ResearchEmail:
Phone: +251911637890 (Mobile)Ethiopia by Regional Administrations
2

The ten populated African countries by rank
3

Source: CIA Factbook (2012)

Ethiopia and its culture
4

Major culture of Ethiopia
Ethiopia- A Multicultural society
Injera-the Ethiopian dishThe coffee ceremony
Local drinks
Villages and cities

Ethiopia-A Multicultural nation5Comprised of no fewer than 80 ethnic groups
Major ethnic groups are Oromo (40%), Amhara (30%) and Tigre (6%)
Distinct languages and/or dialects and cultural features
21 languages are used as a medium of instruction in primary school (grades 1-8)

Injera – The Ethiopian Dish

The major Ethiopian food is injera, made up of small grains called tef (bunch grass).
Injera is eaten with curry (veg. or beef).
Raw meat of goats and beef are also common foods.

6Ethiopian‐Coffee Ceremony and Local drink

The coffee is prepared (boiled) in special clay pot called jebena
Coffee is served with popcorn.
The local drinks are tej, tella and areqe (here picture of tej is shown)7

Ethiopia‐Villages and cities

The houses in Ethiopia are different stages
In the rural area, the straw roof houses are very common.
In town and cities modern buildings are rapidly expanding8Outline of the Seminar
9

1.
2.
3.
4.

5.

6.

Purpose of the presentation
Universities in Ethiopia
Assessment of learning outcomes
Major assessment regulations of Ethiopian
universities
Example of learning strategies and their relation
to students assessment
Conclusion

1. Purpose of the seminar
10The main purpose of this seminar to: describe the major policies andregulations of graduate students
assessment in Ethiopian Universities,and introduce some important cultures ofthe country.

2. Universities in Ethiopia
11

There are 31 public universities 32 public colleges ofteacher education and 80 private higher education
institutions (colleges and university colleges) of which
60 are accredited ( MOE, 2012).
 The governing authority of the public universities is theMinistry of Education.
 In addition to these, there are four public higher
education institutions but not yet under theadministration of MOE, which are expected to beraised to universities and their administration to betransferred to MOE.
Structure of the Ethiopian Education System12

Percentage of undergraduate enrolment by sex (2007/08-2011/12)

80.0
75.9
71.0

70.0

73.0

75.2
71.8

60.0

50.0
Female

40.0

Male
30.0

29.0

27.0

24.1

26.8

28.2

20.0

10.0

0.0
2007/08

2008/09

2009/102010/112011/12The graph shows the percentage of enrolment by sex in the undergraduate program from 207/8
to 2011/12. There is gender discrepancy as seen in the five years data. There is no consistent
trend in the narrowing the gender gap. Percentage of female enrollment increased in 2008/09
but declined in following two years and again increased in the 2011/12.

Percentage of graduates in undergraduate program by sex(2007/08-2011/12)
90
80

79.3

76.6
72.7

70.3

70

74.7

60
50
Female
40

Male

30
20

29.7

27.3
23.4

20.7

25.3

100
2007/08

2008/09

2009/102010/112011/12 The graph shows percentage of graduates in undergraduate programby sex There is very wide gender gap with inconsistent trend The percentage of female enrolment is greater than the percentage offemale graduates, which shows high female students attrition rate.

Percentage of Enrolment of Graduate Students in HEIS by Sex (2007/08-2011/12)

100
90

89.5

88.7

88.1

86.2

80

79.8

70
60
Female

50

Male
40
30
20.2

20
10

10.5

11.3

11.9

13.8

0
2007/08

2008/09

2009/102010/11

There is a very wide gender gap in the enrollment. However, thepercentage of female students’ enrollment is constantly increasing.

2011/12Percentage of Graduates of Graduate Program by Sex (2007/08-2011/12)

100
90

89.3

87.7

86.1

85.6

8680
70
60
Female

50

Male
40
30
20
10

10.7

12.3

13.9

14.4

14.00
2007/08

2008/09

2009/102010/112011/12Percentage of Fulltime Instructors by Sex (2007/08-2011/12)

100
90

90.2

88.6

90.8

90.4

80
70
60

Female
Male

50
40
30
20
10

9.8

11.4

9.2

9.6

2010/112011/120
2008/09

2009/10Percentage of the Education Budget (2007/08-2011/12)
1828
27

27

26

25.9
25.3

25
24%

23.6
23

22.8

2221202007/08

2008/09

2009/102010/112011/12The graph shows education budget for the years 2007/08 to 2011/12. The
education budget increased yearly until 2010/11 but declined in 2011/12.
The share of higher education budget is about six per cent of the nationalbudget.

2. Universities in Ethiopia
19No.

Name

Year Established

1Addis Ababa University

1950

2Arba Minch University

1999

3Bahir Dar University

1999

4Gondar University

1999

5Haramaya University

1999

6Hawassa University

1999

7Jimma University

1999

8Mekelle University

1999Universities in Ethiopia …
20No.

Name

Year Established1

Adama University

2006

23456789101112Aksum University
Ambo University
Debre Berhan University
Debre Markos University
Dilla University
Dire Dawa University
Jijiga University
Madawalabu University
Mizan-Tepi University
Samara University
Wollega University

2006
2006
2006
2006
2006
2006
2006
2006
2006
2006
2006

13Wollo University

2006Universities in Ethiopia …
21

No. University

Year Established

1Adigrat University

2011

2Assosa University

2011

3

Bule Hora University

2011

4

Debre Tabor University

2011

5

Wachamo University

2011

6

Wolaita Sodo University

2007

7Woldia University

2011

8

Wolkite University

2011

910Metu University
Addis Ababa Science & Technology University

2011
2011

2. Universities in Ethiopia …
22

No.

University/College

1

Civil Service University

2

Defense University College

3

Kotebe College of Teacher Education

4

Telecommunications and IT College

3. Assessment of learning outcomes
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Definition of assessment
 Assessment is a formal and informal collection and synthesisof a wide variety of evidence that can be obtained throughthe use of tests, attitude scales or questionnaire.
 Assessment is the process of gathering and evaluating
information on what students know, understand, and can doin order to make an informed decision about what to donext in the educational process World Bank, 2012）.。
 An assessment system is a group of policies, structures,practices, and tools for generating and using information on
student learning. This system can support a variety ofpurposes and uses, such as informing instruction,
determining progress, and providing data on accountability（World Bank, 2012）。

3. Assessment of learning outcomes …
24

Philosophy of assessment
The philosophy of assessment is derived fromoutcome-based education or performance-basededucation.

Assessment and evaluation of students should bebased on continuous assessment and final exam andfocuses on what students able to do rather thanrelative to the knowledge of their peers.

3. Assessment of learning outcomes25

Reasons for Growing Interest in Assessment

Ac cording to UNESCO (2012) the reasons for increased
attention to educational assessment include: Focus on outcomes

Attention to accountability

Tests and other forms of assessment can drive teaching and learning.

Enrollment pressureProducing sufficient results which educational institutions are delegated for.

Pressure to improve teaching and learning

Focus on student performance rather that inputs (teachers, textbooks and school facilities)

To decide students that move into the next educational level

Efficient allocation of resources

To assure education funds are spent efficiently and effectively1. Education and Training Policy (TGE, 1994)
26

The assessment policy of the government isstated under Article 3. 3. Article 3.3.1.
reads:“

2. Higher Education Proclamation
27

Responsible body for assessment in HEIs (FDRE, 2009, p. 4998)
The Senate is the leading body of the university for academic matters. It
formulates regulations related to students assessment.
The internal system of quality enhancement of every institution shall provide for clear andcomprehensive measures of quality covering professional development of academic staff, coursecontents, teaching-learning processes, student evaluation, assessment and grading systems, which shallalso include student evaluation of course contents together with the methods and systems of delivery,
assessment, examinations and grading.

Student Assessment directions (EDRE, 2009, pp.5005-6)
Students shall be assessed properly and fairly on the basis of their learning experience; the marking
system shall be reflective of the competences achieved by students.
There shall be institutionally recognized and well-defined student assessment and examination
methods and systems at academic unit levels to which any academic staff shall adhere, and have been
made known to students.

3. The Education and Training Policy and Its
Implementation Strategy (MoE, 2000)
28

Describes why continuous assessment is anassessment policy of the government.
 Enables students to master the key knowledge andskills.
 Enables teachers to plan for remedial or enrichment
programs.
 Enables the teacher to know the character andproblems of his/her students
 Reduce inefficiency by reducing repetition rate.

Examples of students Assessment Legislations
1. Jimma University

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Jimma University Continuous assessment framework for semester-based coursesS/N
1.
2.
3.
4

4.

Continuous Assessment

Scheduling model for continuous
assessment in a typical semester
ContinuousAssessment - 1
Administered from the 1st week – 3rdweek of the semester
ContinuousAssessment – 2Administered from the 4th week – 5thweek of the semester
ContinuousAssessment – 3Administered from the 6th week – 8thweek of the semester
ContinuousAssessment – 4Administered from the 9th week – 10thweek of the semester
Decision to place in Academic 11th week
Remedial Action
ContinuousAssessment – 5Administered from the 12th week – 14hweek of the semester
Total in continuous assessment
To be submitted to Department/course
team leader on 15th week
Decision to sit for final exam
Yes/NoMinimum Mark Weight

Remediation

10%*On spot remedial

10%

On spot remedial

10%

On spot remedial

10%

On spot remedial

If <22/40 or 55% ofcontinuous assessment
10%

-50%

On spot remedial + formal
remediation***Re-assessment andsubmission of the result

If <25/50 or 50% of thecourse evaluation
5.
Final Examination
At the end of the semester
50%
Total Marks
100%*giving on spot support for students who scored less than 50% in any kind of course work assessment** remedial action, in the form of re-teaching, provided for students who scored <22/40 in the continuous assessment***assessment during or after remediation

Examples of students Assessment Legislations …
30

2. Addis University

Continuous assessment in the form of tests, assignments,presentations, etc. to determine the final grade
earned.
 Continuous assessment shall account for 50% of thetotal module/course grade. Final examination shallaccount for 50% of the final grade earned.
 Instructors shall monitor the student’s academic
performance by keeping track of records.
Examples of students grading legislations…
31

2. Course work grading system of the Addis Ababa UniversityRaw Mark
[95, 100][90, 95][85, 90][75, 85][70, 75][65, 70][58, 65][50, 58][40, 50]< 40

Letter GradeA+
A
A‐
B+
B
B‐
C+
CD
F

Grade Points
4.00
4.00
3.75
3.50
3.00
2.75
2.50
2.00
1.00
0.00

Thesis or dissertation evaluation and grading system
32RankGrading Scale in Percent Letter GradeExcellent≥ 85
AVery Good75 ≤ X ≤ 85
B+Good60 ≤ X ≤ 75
BSatisfactory
750 ≤ X ≤ 60c+Fail< 50C

Concluding Observations
33

Assessment of students learning outcome is one of the major activities
of higher education instructors in Ethiopia.
 Instructors of higher education institutions in Ethiopia are expected touse continuous assessment of students using variety of methods(including quizzes, midterm tests, biweekly tests, comprehensiveexaminations, term papers, projects, etc.)
 The assessment policies of the universities in Ethiopia are essentially thesame except variations in the detail as they emerged from the higher
education proclamations.
 Continuous assessment and final examination contribute equally to thefinal grading of students in course.
 This seems that undo emphasis is given for final examinations in theassessment of students learning outcomes at the graduate level.
 After the successful completion of course work students write their thesisor dissertation which is evaluated by internal and external examiners.
Thank you for you attention!
Arigatou gozaimashita!
Questions or comments?

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