Advendi Kristiyandaru, Bayu Budi Prakoso, Hijrin Fitroni, Dani Primanata, Sasminta Christina Yuli Hartati, Dwi Cahyo Kartiko
The present study delves into the multifarious factors underpinning students' learning assessment in higher education. Harnessing an exploratory sequential mixed methods design, it scrutinizes the evaluation of 5,564 students by 23 lecturers, taking into consideration nine distinct characteristics. In pursuit of this, ANOVA and T-test were employed to analyze the mandatory course, and three lecturers who embody distinct criteria were interviewed. Their responses were subjected to a rigorous thematic analysis. The results indicate that assessment results are significantly different based on lecturers' working experience (teaching experience [F= 20.1, p= 0.000] and age [F= 48.6, p= 0.000]), academic background (department [F= 33.8, p= 0.000] and skills [F= 30.17, p= 0.000]), and teaching load (credit unit [F= 48.7, p= 0.000], number of classes taught [F= 61.4, p= 0.000] and teaching partners [F= 79.3, p=0.000]). Meanwhile, there is no difference in assessment results based on lecturers' qualifications (certificates [t=-0.587, p= 0.557] and latest degree [F= 2.56, p= 0.074]). The qualitative analysis uncovers that four paramount factors-idealism, mindset, grading standard, and perspective-account for the variance observed in compulsory courses. The study's results underscore the need for universities to devise pedagogical strategies tailored to lecturers' attributes, given their pronounced impact on the attainment of the desired graduate profiles as reflected in students' academic performance in specific courses. © 2023, Universitas Negeri Yogyakarta (Yogyakarta State University). All rights reserved.
Universitas Negeri Surabaya, Indonesia
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