Assessment practices that improve teaching and learning
Luckett, Kathy; Sutherland, LeeAbstract:
Higher education the world over has been forced to respond to the demands placed on the sector by two late modern imperatives, globalisation and the massification of education. In Southern Africa, and in South Africa in particular, the massification of higher education has a particularly moral dimension, as it implies the need to respond to the gross historical inequalities of the past, by making the higher education sector accessible to previously disadvantaged black and working class communities. This requires the system to be more open, flexible, transparent and responsive to the
needs of under-prepared, adult, lifelong and part-time learners. This, of course, has implications for appropriate assessment practice in higher education. In this chapter, the authors analyse the term " assessment " and differentiate amongst various types thereof. Five dimensions of the process of assessment are used and explained. The authors include graphs, tables and illustrations to explain the concept fully.
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| Chapter Title: | Assessment practices that improve teaching and learning |
| Book Title: | Improving teaching and learning in higher education : a handbook for Southern Africa |
| Edited by: | Sinfree Makoni |
| City: | Johannesburg |
| Publisher: | Witwatersrand University Press |
| No. of Pages: | 98-130 |
| Date: | 2000 |
| Document Type: | Chapter in Book (Peer Reviewed) |
| Subject Area: | Teaching and Learning |
| Country: | South Africa |
| Keywords: | Assessment, Teaching, Learning, South African Universities, Formative Assessment, Quality Assurance, National Qualifications Framework, Continuous Assessment, Peer Assessment, Recognition of prior learning RPL, Methodology |
| File Size: | 250 KB |
| Rights: | Permission to reproduce the chapter in AHERO was granted by the authors. |
| Date Added: | 30 March 2007 |