Continuous Assessment Under Pressure: Evaluating the Tri-Semester System in Selected Malaysian Private Higher Educations
List of Authors
Azi Izwani Nor Hamzah, Mazlan Abd Ghani, Nor Suhaila Samsuri, Rosmawati Mohd Daud, Suriza NoorFahmi Hashim, Zaliza Azan
Keyword
Tri-Semester System; Continuous Assessment; Private Higher Learning Institutions; Malaysia
Abstract
This research explores how the Tri-Semester System influences continuous assessment practices in private higher education institutions (PHEIs) in Malaysia. Unlike the traditional two-semester academic year, the tri-semester model divides the year into three shorter instructional periods, often lasting around 12–14 weeks each. While this system is promoted for flexibility and speedier graduation, its compressed structure may hinder students’ ability to produce high-quality group projects and manage assessments effectively. Through a qualitative design involving semi-structured interviews with lecturers and students, this research explores their lived experiences regarding workload, pedagogical adaptation, and institutional support. The analysis reveals substantial pressure tied to continuous assessments within tight timelines, prompting innovative pedagogical and structural responses by educators. Recommendations highlight the need for adaptive assessment design, enhanced support systems, and institutional reforms to better align assessment practices with the demands of the tri-semester format. The findings aim to guide educators and policymakers in optimizing continuous assessment under accelerated academic calendars and suggest future research directions to refine teaching strategies in this context.