Assuring quality evaluation practices in Open and Distance Learning system: The case of National Open University of Nigeria/ D. Ofoha

The success of any open and distance learning (ODL) programme depends on how well it is evaluated. In the National Open University of Nigeria (NOUN), students are assessed and evaluated through continuous assessment as well as end of semester examinations. This paper focuses on Tutor Marked Assignment (TMA), which forms part of continuous assessment process. TMA plays an important role in providing useful feedback to learners. Students are required to work alone on their TMA and the marked TMA scripts returned to students with tutors’ comments serving as a means for feedback. Research evidence indicates that timely/continuous feedback is essential to facilitate learning. In this context and considering the nature of distance learners believed to be physically, temporally and spatially separated from their tutors, this paper seeks to assess how TMA is implemented in NOUN with a view to determining the extent to which the intended purpose is achieved. 320 students, 60 tutorial facilitators, and 180 copies of TMA marked scripts formed the sample for this study. Adopting the descriptive survey design with both qualitative and quantitative approaches in data collection and analysis, the study addressed the following fundamental questions: What type of tutor comment is written on TMA marked scripts What is the time interval between students’ submission of TMA response and receipt of the marked scripts What is the level of TMA cheating among students To what extent does TMA contribute to students learning Findings revealed a wide gap between the intended purpose of TMA and the reality on ground. Suggestions are made on measures to be taken to minimize the gap.