The paradigm shift in higher education brought about changes in the conventional assessment practices. One of these changes is the introduction of Tutor Marked Assignments (TMAs) which constitute part of the overall continuous assessment score (OCAS) at the Arab Open University (AOU). This assessment tool has provoked much controversy among academic staff members throughout the AOU branches. Several hurdles have met this type of assessment contributing to its loss of validity and reliability of marks. In order to analyze this assessment policy, tutors’ views in three disciplines (English Language and Literature, Business Studies and Information Technology) have been sought through a survey research. This paper is a quantitative research based on empirical investigation to reach causal associations through statistical findings of the survey on the educational value of TMAs.
Keywords: Feedback, formative assessment, Online Assessment/ TMA/ Blended learning.
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