Continuous Assessment Fit for Purpose? Analysing the Experiences of Academics from a South African University of Technology

Autor/inn/en	Vahed, Anisa; Walters, Matthys Michielse; Ross, Ashley Hilton Adrian
Titel	Continuous Assessment Fit for Purpose? Analysing the Experiences of Academics from a South African University of Technology
Quelle	In: Education Inquiry, 14 (2023) 2, S.267-283 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vahed, Anisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2021.1994687
Schlagwörter	Assessment Literacy; Student Evaluation; Formative Evaluation; Summative Evaluation; College Faculty; Knowledge Level; Foreign Countries; Validity; Reliability; Testing; Quality Assurance; Progress Monitoring; South Africa (Durban) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Fakultät; Wissensbasis; Ausland; Gültigkeit; Reliabilität; Testdurchführung; Testen; Qualitätssicherung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01