Assessing the effectiveness of tools used for lecturer and course evaluation in institutions of higher learning: a case study from Ugandan universities

Abstract

Blended learning, a pedagogical method integrating face-to-face and online instructions methodologies, has been identified as a strategic educational approach since its inception in the late 1990s. Moreover, its adoption especially in developing countries such as Uganda was widely recognized during the COVID-19 pandemic’s acceleration of digital learning adoption. However, this adoption has paused many challenges in evaluating learning content, teaching methodologies, and their impact on student progress. This study therefore, explores the critical role of quality assurance in higher education, focusing on the assessment of lecturer performance and course content. Apparently, paper-based mode of evaluation is the commonly used method in Ugandan universities, posing issues of privacy, delayed analytics, and ever-increasing operational costs. To address these challenges, this research proposes the development of an automated assessment system, informed by a benchmarking study across four universities. By adopting insights from existing evaluation practices, the proposed system aims to enhance the efficiency, accuracy, and students’ privacy during lecturer and course assessment. The implementation of this automated system at Kabale University promises to streamline evaluation process, ultimately enhancing teaching quality and academic outcomes.