Assessment

Integration of theory: New trends in assessment

The article "New Trends in Formative-Summative Evaluations for Adult Education" highlights the shift towards learning-orientated assessment (LOA), emphasising its potential to prepare learners for future responsibilities by fostering self-reflection and ownership of learning outcomes (Bin Mubayrik 2020). In line with this, my assessment plan prioritises feedback-rich formative activities and critical evaluation through summative assessments, aligning with broader educational goals.

Alignment between learning objectives, activities and assessment

My assessment practices are deliberately designed to ensure alignment across the key components of learning:

• Learning objectives: Encourage critical thinking and problem-solving, e.g., in the ELA221 final project where the students compare Afrikaans and Dutch or Standard Afrikaans and Kaaps (assessment below).

• Teaching activities: Include diverse methodologies, such as collaborative group projects (TMA303 grammar workbook project, which includes individual and group work) and multimodal engagement via ICT tools (BED753 digital reflections​ in a presentation as part of the final assessment).

• Assessment opportunities: Combine formative approaches, such as class/online quizzes and reflective essays, with summative evaluations like orals and comprehensive exams.

Postgraduate and undergraduate assessment practices

For postgraduate supervision, I adhere to structured timelines and reflective milestones:

• Supervisory Framework: Feedback is provided within agreed timeframes to encourage iterative improvements​ (see postgraduate schedule)

• Innovative practices: Guided by supervision workshops and mentoring from senior colleagues, I incorporate peer assessments and self-reflection exercises to enhance research projects. Additionally, I lead the LED in creating supervision guidelines to assist colleagues with postgraduate supervision

For undergraduate modules, assessments are scaffolded to ensure conceptual clarity and application:

The TMA303 project is designed as a two-step process that emphasises growth through constructive feedback. Students begin by submitting an initial draft, which I carefully review, providing detailed feedback on areas for improvement, such as content clarity, structure, and linguistic accuracy. This initial stage serves as a formative checkpoint, allowing students to reflect on their work and understand how to enhance it further.

With the feedback as a guide, students are tasked with revising and refining their projects for the final submission. This iterative process encourages them to engage critically with their own work, fostering deeper learning and a sense of ownership over their progress. By the time they submit their final projects, students not only demonstrate improved understanding but also showcase the tangible outcomes of incorporating feedback into their academic journey.

In the SAL123 module, oral assessments are designed as a progressive journey to develop students' communication skills and self-confidence. Each oral builds on the previous one, starting with foundational tasks that focus on clear articulation, effective eye contact, and basic organisation. These initial exercises provide a supportive platform for students to practise speaking and gradually overcome any hesitations.

The journey culminates in the final oral, where students write and present their own poems, enhanced by visual aids. This creative task not only highlights their communication growth but also encourages self-expression and individuality. By this stage, students have refined their skills and gained the confidence to deliver polished, engaging presentations, making the final assessment a celebration of their development.