A Critical Review of Student Assessment Practices in Distance Education in an Emerging Economy: Benchmarking Practices against Policy

Autor/inn/en	Aluko, Folake Ruth; Omidire, Margaret Funke
Titel	A Critical Review of Student Assessment Practices in Distance Education in an Emerging Economy: Benchmarking Practices against Policy
Quelle	In: Africa Education Review, 17 (2020) 5, S.76-94 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aluko, Folake Ruth) ORCID (Omidire, Margaret Funke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2021.1920842
Schlagwörter	Student Evaluation; Evaluation Methods; Distance Education; Developing Nations; Foreign Countries; College Students; Higher Education; Technology Uses in Education; Educational Quality; Evaluation Criteria; Praxis; Benchmarking; Educational Theories; South Africa + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Distance study; Distance learning; Fernunterricht; Developing country; Developing countries; Entwicklungsland; Ausland; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Quality of education; Bildungsqualität; Educational theory; Theory of education; Bildungstheorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Higher education in emerging economies has taken advantage of several technology affordances for student assessment in the digital era. However, the use of educational technology remains an area of concern in this context because of unequal technology terrain. This issue is more difficult in distance education, where students live in and work in remote areas. Although distance education providers in emerging economies have started to adopt alternative student assessment strategies, their contexts often force them to continue using conventional assessment methods. Against this backdrop, through a pragmatic mode of inquiry, the authors describe a five-phase study in which they identified the student assessment elements in national quality criteria that are rooted in international standards. These elements were benchmarked against the practices at a higher institution, highlighting good practices and inherent challenges. The findings are discussed in light of the transactional distance theory (TDT), with possible implications for assessment in a digital era. Further research areas are highlighted. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01