Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
A. Vahed, M. Walters, A. Ross
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引用次数: 2

Abstract

ABSTRACT Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics’ knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology. The results of this study provide the basis to initiate deeper discussions on developing shared understandings of assessment literacy, assessment bunching, and assessment validity and reliability. These elements are all required for the enhancement of quality assurance and monitoring of fit for purpose continuous assessment practices.
持续评估是否符合目的?分析南非一所科技大学学者的经验
摘要尽管在过去三十年中,关于实施模式以及各种形式的正式和非正式评估的文献不断增加,但关于学术界对持续评估实践的了解和理解的证据有限。本文采用混合方法顺序解释研究设计,旨在调查学术界对持续评估结构的知识和理解,以及它在支持南非理工大学学生学习体验中的应用。本研究的结果为深入讨论发展对评估素养、评估集群以及评估有效性和可靠性的共同理解提供了基础。这些要素都是加强质量保证和监测符合目的的持续评估实践所必需的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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