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Who must Assess?
Lecturers
Lecturers
Lecturers as educators play the following key roles: learning mediator; interpreter and designer of learning programs and materials; leader; learning subject specialist; and assessor.
Students' involvement in assessment
Students' involvement in assessment
Consider the benefits and challenges of involving students in the assessment process (Peer or Self Assessment). Think of the opportunities and challenges in your context.
When to Assess?
Total number of weeks during the semester that assessments take place (e.g. if assessments take place every week, the students would feel over-assessed, overwhelmed and burnt-out).
Whether more assessments happen later in the semester (when students know the course content better)
Check this resource on expert advice on assessment mapping and scheduling. Use your LMS calendar to provide a consolidated view of all assessment tasks and deadline dates for all the courses/modules that students are enrolled for.
How to Assess?
Assessment loads, over-assessment and under-assessment, as well as whether academics assess students appropriately and sufficiently are not straightforward matters and they are not understood well. Assessment loads have an impact not only to students (academic success, burnout, etc.) but also on academics and even marks administrators.
How:
Type of assessment (e.g. test, practicals, tutorials, portfolio, essay)
Work integrated learning
Collaboration (local versus international)
How much:
Total number of continuous assessments
Weight of each assessment
Incremental weighting approach (higher-weight assessments happen later in the semester when students know the course content better)
Bloom's Taxonomy
Bloom's Taxonomy
This taxonomy is strongly related to the 'how much' dimension of assessment.
Disciplinary Knowledge
Prescribed scope
Should we assess all 13-week prescribed content in the final exam, or is it better to assess students in small chunks per assessment?
Duration (hours) and length (total marks)
How long is regarded as 'enough'?
Level of difficulty (Revised Bloom's Taxonomy)
For lower undergraduate levels, we should not ask questions at a too high Bloom’s Taxonomy level (E.g. levels 5 and 6). The students could feel over-assessed, as the questions may be too difficult and are not benchmarked at the right NQF level.
Graduate Attributes
It is of utmost importance to determine what graduate attributes are already included in the student’s curriculum and how it is determined whether a student has mastered that specific skill or competency. Furthermore, it is needed to identify possible pathways for students to master selected graduate attributes that are not included in the course curriculum.
Short-term International Student Online Collaboration projects are a possible pathway to improve these attributes (and assess them).
Include peers (students) from around the globe.
Have students take ownership of the project and give them the opportunity to improve their skills and competencies.
Keep the timeline of the projects in mind to ensure it does not interfere with their academic curriculum.
These projects have the potential to improve communication skills, teamwork and technical skills.
Work Integrated Learning (WIL)
How and When to Assess the Meta-and Psycho-cognitive Skills
Figure: Structure of Competency-based Education (Shawer 2022).
Competence-Based Teaching and Learning as an Assessment and Evaluation tool for the Graduates Attributes in WIL programmes
Competence-Based Teaching and Learning used as a framework to assess the Graduate Attributes for preparatory (Figure: Structure of competency-based education (Shawer 2022)) for Work Integrated Learning (WIL), for WIL programme and Qualification Exit Outcomes.
Competence-Based Teaching and Learning also focuses on a context based Assessment and Evaluation tools that provides scholarly feedback on the student learning and competence as a standard process institutionally (Figure: Structure of competency-based education (Shawer 2022)).
This tool uses Competence-Based Learning to allow the disciplinary community to be the custodian of the disciplinary programme; subsequently being a key part of learning and curriculum development (Figure: Structure of competency-based education (Shawer 2022)).
Allows fit for purpose graduates; graduates who are ready for high-performing organizations and meeting the Industrial Culture through WIL.
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