This article explores some of the challenges that lecturers grapple with in their attempt to promote learning among students through formative assessment. It discusses how large class sizes and over-emphasis on examination results as criteria for determining the effectiveness of a department and the lecturers tend to narrow lecturers' practice of student assessment. It argues that lecture room leadership for promoting student learning cannot be meaningfully exercised in the university unless lecturers embrace and use feedback as a tool for enhancing student learning rather than focusing on meeting externally set targets and accountability standards.
Makerere Journal of Higher Education Vol. 1, 2004: 134-142