Students’ Perceptions on Internal Assessment System: A Case of Tribhuvan University, Nepal

Abstract

The aim of this study is to investigate the perceptions of students towards the conduct of internal assessments in semester systems, including the tools and methods employed, and to provide pedagogical implications based on the findings. The study adopted a survey research design with a non-random selection approach to choose forty students from the second and fourth semesters of the Mahnendra Multiple Campus in Nepalgunj, Nepal who were pursuing Masters Level courses in English, Nepali, Sociology, Anthropology, and Political Science. The primary data collection tool was a questionnaire, supplemented by mini-interviews with five participants. Both primary and secondary sources of data were utilized to achieve the research objectives. Data analysis revealed that most students had a favorable perception of internal assessment, with fewer students expressing dissatisfaction with its systematic implementation. The study also indicated that internal evaluation practices fostered students' academic motivation, study habits, and confidence levels. However, adherence to time constraints and other regulations was emphasized, and internal evaluation scores should be free from the hello effect.